teacher’s manual - nsbsd · 4 lexia reading core5 teacher’s manual welcome to lexia reading®...

T E A C H E R ’ S M A N U A L

© Lexia Learning Systems LLC 2015All rights reserved.Lexia Reading® is a registered trademark of Lexia Learning Systems LLCLexia Reading® Core5® is a trademark of Lexia Learning Systems LLCmyLexia® is a registered trademark of Lexia Learning Systems LLCLexia Lessons® is a registered trademark of Lexia Learning Systems LLCLexia Skill Builders® is a registered trademark of Lexia Learning Systems LLCAcrobat® is a registered trademark of Adobe Systems, Inc.Apple® and Macintosh® are registered trademarks of Apple, Inc.Windows® is a registered trademark of Microsoft, Inc.METAMETRICS® and LEXILE® are trademarks of MetaMetrics, Inc., and are registered in the United States and abroad

Information in this document is subject to change without notice and does not represent a commitment on the part of Lexia Learning Systems LLC. The software described in this document is furnished under a license agreement or non-disclosure agree-ment. The software may be used only in accordance with the terms of the agreement. It is against the law to copy the software on any medium except as specifically allowed in the license or non-disclosure agreement. No part of this manual may be repro-duced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, for any purpose without the express written permission of Lexia Learning Systems LLC.

V2015.08.12

Lexia Learning Systems LLC • 300 Baker Avenue • Suite 320 • Concord, MA 01742 • USATEL: 978-405-6200 • INSIDE US: 800-435-3942 • FAX: 978-287-0062

www.lexialearning.com • [email protected]

Customer Support: 800-507-2772 • [email protected]

Welcome to Lexia Reading® Core5® . . 4

Core5 Structure . . . . . . . . . . . . . . . . . . . 4

3-Step Instructional Branching . . . . . . 5

Using Lexia Reading® Core5® . . . . . . . . 5

Logging in to Core5 . . . . . . . . . . . . . . . 6

Student Dashboard . . . . . . . . . . . . . . . . 6

Automaticity Warm-ups . . . . . . . . . . . . 7

Activity Selection Screen . . . . . . . . . . . 8

Activity Screen Buttons . . . . . . . . . . . . . 8

Core5 Auto Placement . . . . . . . . . . . . . 9

Level 1 (Pre-K Skills) . . . . . . . . . . . . . . . . . 12

Rhyming . . . . . . . . . . . . . . . . . . . . . . . . 13

Letter Matching . . . . . . . . . . . . . . . . . . 14

Categorizing Pictures . . . . . . . . . . . . . 15

Nursery Rhymes . . . . . . . . . . . . . . . . . . 16

Level 2 (Beg K Skills) . . . . . . . . . . . . . . . . . 18

Blending & Segmenting 1 . . . . . . . . . 19

Beginning Sounds . . . . . . . . . . . . . . . . 20

Letter Names . . . . . . . . . . . . . . . . . . . . 21

Spatial Concepts . . . . . . . . . . . . . . . . . 22

Picturing Stories 1 . . . . . . . . . . . . . . . . 23

Level 3 (Beg-Mid K Skills) . . . . . . . . . . . . . 24

Blending & Segmenting 2 . . . . . . . . . 25

Consonant Sounds . . . . . . . . . . . . . . . 26

Sight Words 1 . . . . . . . . . . . . . . . . . . . . 27

Advanced Descriptors . . . . . . . . . . . . 28

Picturing Stories 2 . . . . . . . . . . . . . . . . 29

Level 4 (Mid-End K Skills) . . . . . . . . . . . . . 30

Ending Sounds . . . . . . . . . . . . . . . . . . 31

Beginning Sounds & Letters . . . . . . . 32

Short Vowel Sounds . . . . . . . . . . . . . . 33

Combining Adjectives . . . . . . . . . . . . 34

Sequencing 1 . . . . . . . . . . . . . . . . . . . . 35

Level 5 (End K Skills) . . . . . . . . . . . . . . . . . 36

Simple Word Chains . . . . . . . . . . . . . . 37

Medial Vowels . . . . . . . . . . . . . . . . . . . 38

Picture-Word Match 1 . . . . . . . . . . . . . 39

Sight Words 2 . . . . . . . . . . . . . . . . . . . . 40

Sequencing 2 . . . . . . . . . . . . . . . . . . . . 41

Level 6 (Beg 1st Skills) . . . . . . . . . . . . . . . 42

Building Words . . . . . . . . . . . . . . . . . . 43

Consonant Digraphs . . . . . . . . . . . . . . 44

Sight Words 3 . . . . . . . . . . . . . . . . . . . . 45

Categorizing Words 1 . . . . . . . . . . . . . 46

Picture-Phrase Match . . . . . . . . . . . . . 47

Level 7 (Beg-Mid 1st Skills) . . . . . . . . . . . . 48

Reversible Letters (b, d, p) . . . . . . . . . 49

Silent E Recognition . . . . . . . . . . . . . . 50

Contractions & Word Families . . . . . . 51

Picture-Word Match 2 . . . . . . . . . . . . . 52

Sentence Comprehension 1 . . . . . . . 53

Level 8 (Mid-End 1st Skills) . . . . . . . . . . . . 54

Silent E Construction . . . . . . . . . . . . . 55

Long Vowel Teams . . . . . . . . . . . . . . . . 56

Two Syllable Words . . . . . . . . . . . . . . . 57

Multiple Meaning Words 1 . . . . . . . . 58

Sentence Comprehension 2 . . . . . . . 59

Level 9 (End 1st Skills) . . . . . . . . . . . . . . . 60

Vowel Combinations . . . . . . . . . . . . . . 61

R-Controlled Vowels . . . . . . . . . . . . . . 62

Sight Words 4 . . . . . . . . . . . . . . . . . . . . 63

Categorizing Words 2 . . . . . . . . . . . . . 64

Sequencing Sentences . . . . . . . . . . . . 65

Level 10 (Beg 2nd Skills) . . . . . . . . . . . . . 66

Advanced Word Chains . . . . . . . . . . . 67

Multi-Syllable Words . . . . . . . . . . . . . . 68

Simple Suffixes . . . . . . . . . . . . . . . . . . 69

Sight Words 5 . . . . . . . . . . . . . . . . . . . . 70

Building Sentences . . . . . . . . . . . . . . . 71

Level 11 (Mid 2nd Skills) . . . . . . . . . . . . . 72

Hard and Soft C & G . . . . . . . . . . . . . ,73

Syllable Division . . . . . . . . . . . . . . . . . . 74

Spelling Rules 1 . . . . . . . . . . . . . . . . . . 75

Synonyms & Antonyms . . . . . . . . . . . . 76

Sentence Structure . . . . . . . . . . . . . . . 77

Level 12 (End 2nd Skills) . . . . . . . . . . . . . 78

Irregular Plurals & Verbs . . . . . . . . . . . 79

Latin Prefixes . . . . . . . . . . . . . . . . . . . . 80

Passage Fluency 1 . . . . . . . . . . . . . . . . 81

Similes & Metaphors . . . . . . . . . . . . . . 82

Passage Comprehension 1 . . . . . . . . 83

Level 13 (Beg-Mid 3rd Skills) . . . . . . . . . . 84

Spelling Rules 2 . . . . . . . . . . . . . . . . . . 85

Latin Suffixes . . . . . . . . . . . . . . . . . . . . 86

Passage Fluency 2 . . . . . . . . . . . . . . . . 87

Idioms 1 . . . . . . . . . . . . . . . . . . . . . . . . 88


Level 14 (Mid-End 3rd Skills) . . . . . . . . . . 90

Prefix Meanings . . . . . . . . . . . . . . . . . . 91

Sight Words 6 . . . . . . . . . . . . . . . . . . . . 92

Passage Fluency 3 . . . . . . . . . . . . . . . . 93

Simple Analogies . . . . . . . . . . . . . . . . 94


Level 15 (Beg-Mid 4th Skills) . . . . . . . . . . 96

Root Meanings . . . . . . . . . . . . . . . . . . . 97

Sight Words 7 . . . . . . . . . . . . . . . . . . . . 98

Passage Fluency 4 . . . . . . . . . . . . . . . . 99

Multiple Meaning Words 2 . . . . . . .100

Passage Comprehension 4 . . . . . . .101

Level 16 (Mid-End 4th Skills) . . . . . . . . .102

Prefix Change Rules . . . . . . . . . . . . .103

Spelling Rules 3 . . . . . . . . . . . . . . . . .104

Passage Fluency 5 . . . . . . . . . . . . . . .105

Idioms 2 . . . . . . . . . . . . . . . . . . . . . . .106


Level 17 (Beg-Mid 5th Skills) . . . . . . . . .108

Greek Combining Forms 1 . . . . . . .109

Passage Fluency 6 . . . . . . . . . . . . . . .110

Shades of Meaning . . . . . . . . . . . . . .111

Signal Words . . . . . . . . . . . . . . . . . . .112


Level 18 (Mid-End 5th Skills) . . . . . . . . .114

Greek Combining Forms 2 . . . . . . .115

Special Accent Rules . . . . . . . . . . . . .116

Passage Fluency 7 . . . . . . . . . . . . . . .117

Complex Analogies . . . . . . . . . . . . . .118


Overview of myLexia.com . . . . . . . .120

Logging into myLexia .com . . . . . . .120

Changing your myLexia .com

Account Settings . . . . . . . . . . . . . .120

Creating New Classes . . . . . . . . . . . .121

Printing Class Rosters and

Login Cards . . . . . . . . . . . . . . . . . .121

Adding New Students . . . . . . . . . . .121

Changing Student Information . . . .122

Managing Student Assignments . . .122

Core5 Instructional Materials . . . . . .124

Lexia Lessons . . . . . . . . . . . . . . . . . . .124

Lexia Skill Builders . . . . . . . . . . . . . . .125

Lexia® Connections . . . . . . . . . . . . . .125

Appendix: Core5 UK References . .126

Grade-Year Comparison Chart . . . .126

CONTENTS

L e x i a R e a d i n g C o r e 5 Te a c h e r ’s M a n u a l4

Welcome to Lexia Reading® Core5®Lexia Reading® Core5® is a technology-based reading program that provides explicit and in-depth instruction in six areas of reading for students in Pre-K through Grade 5 . Core5 provides a truly adaptive and individualized learning experience that enables students at every tier of instruction to advance their reading skills .

Built upon Lexia’s research-proven, award-winning methodology, Core5 is the most comprehensive technology-based reading program available . The program aligns to rigorous reading standards, including the Common Core State Standards .

Lexia’s proprietary Assessment Without Testing® technology gathers performance data without stopping the flow of instruction to administer a test . Teachers and administrators receive real-time reports on individual student progress as well as student-specific action plans to provide intervention and improve performance on year-end assessments .

Core5® StructureLexia Reading Core5 consists of 18 levels for students in Pre-K through Grade 5 . Each level has a visual theme in which the program content is presented (see table below) .

Level # of Units Theme Grade Level of Material See Page #

1 42 A Picnic in the Woods Pre-K Skills page 12

2 54 A Day at the Beach Beginning Kindergarten Skills page 18

3 62 A Snow Day in the City Beg-Mid Kindergarten Skills page 24

4 60 The Amazon Rainforest Mid-End Kindergarten Skills page 30

5 67 The Scottish Cliffs End Kindergarten Skills page 36

6 72 A Day in Paris Beginning Grade 1 Skills page 42

7 73 The African Serengeti Beg-Mid Grade 1 Skills page 48

8 56 The South Pole Mid-End Grade 1 Skills page 54

9 82 The Egyptian Desert End Grade 1 Skills page 60

10 79 An English Garden Beginning Grade 2 Skills page 66

11 72 The Swiss Alps Mid Grade 2 Skills page 72

12 75 A Russian Circus End Grade 2 Skills page 78

13 73 The Indian Rainforest Beg-Mid Grade 3 Skills page 84

14 78 A Japanese Garden Mid-End Grade 3 Skills page 90

15 77 The Great Barrier Reef Beg-Mid Grade 4 Skills page 96

16 68 A Hawaiian Paradise Mid-End Grade 4 Skills page 102

17 74 A Southwest Fiesta Beg-Mid Grade 5 Skills page 108

18 78 The Ancient Greek Countryside Mid-End Grade 5 Skills page 114

Activities within a Level

Each level has 5 activities (except Level 1, which has 4 activities) for a total of 89 activities . For in-depth information about the activities within a level, refer to the page numbers in the table above .

L e x i a R e a d i n g C o r e 5 Te a c h e r ’s M a n u a l 5

Each activity is marked with a skill badge that identifies the area of reading it focuses on:

Phonological Awareness Structural Analysis Vocabulary

Phonics Fluency Comprehension

Units within an Activity

Each activity has anywhere from 6-20 units . A unit may cover a specific sub-skill of the reading skill covered in the activity . Units increase in difficulty and/or complexity as the student works through each activity .

To pace a student through a level, the first half of all activities must be completed before the second half is unlocked . In some activities, the second half of units presents a different skill and/or task . This pacing helps ensure that students spend time in all activities before completing a level .

Level 6 Activity Selection Screen

3-Step Instructional BranchingIn each unit, a student must demonstrate proficiency in order to progress . When an error is made, the program provides scaffolded support and instruction on that specific skill or task . This explicit instruction is only provided when a student struggles with a particular skill . Students who demonstrate mastery can quickly move through units and onto more advanced skills . This 3-Step instructional branching ensures individualizing learning and instruction for every student .

1. The Standard Step is the independent, on-grade level task . The student must demonstrate at least 90% accuracy in this step in order to move on to the next unit .

2. The Guided Practice Step simplifies the task to allow the student to focus on the skill . Scaffolds or modifications in this step may include removing choices, simplifying visual components, adjusting the complexity of language, changing the presentation of the task, or providing embedded support .

3. The Instruction Step explicitly teaches the skill and then further scaffolds the task . When the student successfully completes this step, the student progresses to the Standard Step .

If the student branches to the Instruction Step more than once, the apple in the lower-left hand side of the screen turns red . The student is flagged as needing instruction in www .myLexia .com . A specific, explicit Lexia Lesson® is recommended as an extension of the Instruction Step .


Using Lexia Reading® Core5®To log in, students must have an account set up on www .myLexia .com . For instructions on setting up Lexia Reading Core5 in your lab or classroom, go to www .lexialearning .com and click Support to view technical guides .

Logging in to Lexia Reading® Core5®1. There are three different ways for students to access Core5:

• Launch a web browser and go to the site-specific Core5 URL for your school or district . To locate this URL, log in to www .myLexia .com and click on the Resources tab . The link can be found by clicking Student Program . Bookmark this link for future use .

• Launch the locally-installed desktop version by clicking the Core5 icon .

• Launch the tablet version by opening the Core5 app .

2. Students log in by entering a Username and Password and then clicking the Log In button .

Lexia Reading Core5 Student and Educator Login Screens (Teachers can log in to Core5 using their www.myLexia.com username and password to view activities.)

3. A confirmation displays (Is your name [student name]?) to help prevent incorrect student logins . Click the Yes box to continue .

4. When logging in for the first time, students will complete the Auto Placement (see page 9 for more detail) .


Student DashboardThe Student Dashboard allows students to view their weekly usage and progress on Lexia Reading Core5 . Each student’s dashboard displays minutes completed in comparison to the individualized goal determined by performance (Prescription of Intensity) . The dashboard also allows students to monitor the number of units they have completed as they work through each level .

Beginning of Session and End of Session Student Dashboard Screens

Students have the opportunity to view weekly totals on their dashboard upon logging into Lexia Reading Core5 . Additionally, when students complete a session and logout, they will be taken back to the dashboard where minutes and units from that session will be displayed and added to their weekly total .

The goal of the student dashboard is to engage students directly in meeting weekly usage goals, while encouraging them to monitor and take ownership of their own performance .

Automaticity Warm-upsStudents begin each session with an automaticity warm-up . They can choose between two warm-ups at each level . Each time the warm-up is played, a score is recorded . Students will see their high score for each warm-up, and are encouraged to beat their previous score each time .

Warm-ups only display for a student once every four hours, regardless of how many times the student logs in . Warm-up scores are currently not tracked in student reports in www .myLexia .com .

Warm-up Selection Screen and Super Sort Warm-up Screen


Activity Selection ScreenThe Activity Selection Screen displays the activities in the student’s current level . To select an activity and begin working, students click the picture associated with the activity .

Students can select any of the unfinished activities within their current level . The unit meter fills as the student completes units . An activity cannot be selected after all units are complete .

Level 6 Activity Selection Screen

Activity Screen ButtonsThese buttons and tools are available in every activity .

The Stop button returns you to the Activity Selection Screen . Encourage students to finish a unit (i .e ., work until the reward animation) before stopping . If the student selects the Stop button on the Activity Selection Screen, they will log out of Core5 .

The Directions button replays the instructions for the activity .

The Repeat button replays the previous word, sound, or phrase . Encourage students to use this button to ensure that they correctly hear the stimulus before responding .

The Volume button displays a slider for volume adjustments . Audio cannot be muted with this slider . (Make sure the volume settings for the device are not muted . Device settings will override the slider .)

The Information Apple button allows teachers to view information about the student’s current progress . The apple is blue if the student is in Auto Placement (see page 9) and red if the student has branched to the Instruction step more than once in the current unit (see page 5) .

The Settings button on the login screen allows teachers to view technical details and change the customer account . Settings can also be accessed when the student is logged in by clicking the Information Apple button .


Core5® Auto PlacementAuto Placement is a tool used only once, when students first log into Lexia Reading Core5 . It is designed to place each student in the appropriate program level based on their performance .

How Auto Placement Works

Auto Placement begins automatically the first time a student logs into Core5 (unless the teacher manually assigns the student to a level using www .myLexia .com) . Auto Placement uses content from Lexia Reading Core5 word recognition (phonological awareness/phonics/structural analysis) and comprehension (vocabulary/comprehension) activities . Students begin Auto Placement based on their assigned grade in www .myLexia .com .

Student Grade Assignment Starts Auto Placement at...Pre-K Level 1

Kindergarten Level 2Grade 1 Level 6Grade 2 Level 10Grade 3 Level 13Grade 4 Level 15Grade 5 Level 17

Other Level 10Grades 6 or above Level 15

(note that students in Grade 6 or above must be manually assigned to take Core5 Auto Placement)

At each level, the student completes a unit from two different activities . If the student demonstrates proficiency in both units, they advance to activities in higher levels . If the student does not demonstrate proficiency in either unit, they are dropped to material in lower levels .

For example, a 2nd grader starts Auto Placement in Level 10 and is given two activities . The student can:

• Advance to material from Level 11, if accuracy in both activities is above 90%;

• Be placed in Level 10, if accuracy in one or both activities is between 66% - 89%;

• Drop to Level 9 or lower, if accuracy in one or both activities is below 65% . (Note that the student will not drop into a level if 90%+ accuracy was already attained in that level, but rather be placed .)

The student will continue to advance or drop levels depending on accuracy (though without repeating levels) until a placement is made .

A student may place-out of Core5 if the student receives 90% or higher in Level 18 during Auto Placement . The student’s reading skills are advanced beyond the scope of the program (i .e ., the student is reading above typical 5th and 6th grade content) and is not appropriate for Core5 .

Student Experience in Auto Placement

Auto Placement generally takes less than 20 minutes to complete . Older students and students whose skills are far above/below grade-level may take longer .

L e x i a R e a d i n g C o r e 5 Te a c h e r ’s M a n u a l1 0

If a student does not complete Auto Placement in one sitting, the student’s work is saved; when the student logs in again, Auto Placement will continue . Students who have started but have not finished Auto Placement can be viewed in www .myLexia .com by clicking the Students tab, looking at the Assignments column, and filtering for “In Placement .”

In Auto Placement activities, the Information Apple turns blue and students are not given feedback after a response.

Finishing Auto Placement

After a student finishes Auto Placement, the student begins Core5 at the beginning of their assigned level . Teachers can view the results of Auto Placement by logging into www .myLexia .com, clicking the Reports tab, and viewing a Class Auto Placement .

Making Manual Changes to Auto Placement

In www .myLexia .com, teachers can use the student assignments tool to do the following:

• Skip Auto Placement . Before the student logs in for the first time, a teacher can login to www .myLexia .com and manually assign the student to a level .

• Override Auto Placement . If a student’s placement level seems lower than expected, Lexia recommends allowing the student to work for 2-4 weeks in that level and then using the myLexia reports to monitor the student’s progress . Using the Student Skills Report, check the student’s accuracy and rate for each activity . If all five activities have high accuracy and fast rate, the teacher may consider adjusting the student’s placement to a higher level based on other assessment information for that student .

• Reset Auto Placement . Teachers may also reset the student’s placement (so that the student goes through Auto Placement again) . Resetting placement may be needed if it was discovered that the volume was not loud enough or if the headphones were not correctly working during the first Auto Placement .

L e x i a R e a d i n g C o r e 5 Te a c h e r ’s M a n u a l 1 1


Level 1 (Pre-K Skills)

A Picnic in the Woods

Level 1—Activity Selection Screen

Area Activity Primary CCSS

Automaticity Warm-up

Picture Matching and Basic CategorizingIncrease automaticity with previously acquired skills .

n/a

Phonological Awareness

RhymingRecognize rhyming words in spoken language .

Units: 9

RF.K.2a

Phonics

Letter MatchingRecognize all upper- and lowercase letters of the alphabet .

Units: 9

RF.K.1d

Vocabulary

Categorizing PicturesDemonstrate understanding of word relationships through categorizing .

Units: 14

L.K.5a

Comprehension

Nursery RhymesDemonstrate understanding of narrative story structure and focus on key words .

Units: 10

RL.K.1

PHONICS


★ start of second half

TaskTwo pictures display under a target picture. Each picture is highlighted and named. The student selects the picture that rhymes with the target picture.

Unit 1 One-syllable words with three sounds (e.g., tin, bag, rag)

Unit 2 One-syllable words with three sounds (e.g., lime, chair, time)

Unit 3 One-syllable words with three sounds (e.g., hen, fog, pen)

Unit 4 One-syllable words with four sounds including beginning blends (e.g., clock, grape, block)

Unit 5 One-syllable words with four sounds including beginning blends (e.g., break, green, flake)

★ Unit 6 One-syllable words with three or four sounds including ending blends (e.g., lamp, grin, camp)

Unit 7 One-syllable words with three or four sounds including beginning and ending blends (e.g., green, toast, clean)

Unit 8 One-syllable words with four or five sounds including beginning and ending blends (e.g., trunk, start, skunk)

Unit 9 One-syllable words with four or five sounds including beginning and ending blends (e.g., dreams, trick, screams)


RhymingThe goal of this activity is for students to recognize rhyming words in spoken language . Students build early phonemic awareness skills as they increase their awareness of rhyme patterns in spoken words .

PHONOLOGICAL AWARENESS


Matching Letters TaskFour letters display. The student must select the two letters that are the same.

Unit 1 High-frequency uppercase letters: E, A, R, I, O, T, N, S, L, C, U, D, P

Unit 2 Low-frequency uppercase letters: M, H, G, B, F, Y, W, K, V, X, Z, J, Q

Unit 3 High-frequency lowercase letters: e, a, r, i, o, t, n, s, l, c, u, d, p

Unit 4 Low-frequency lowercase letters: m, h, g, b, f, y, w, k, v, x, z, j, q

Matching Upper- to Lowercase Letters TaskAn uppercase letter displays above four lowercase letter choices. The student must select the lowercase letter that matches the uppercase letter.

★ Unit 5 C/c, K/k, O/o, P/p, S/s, U/u

Unit 6 V/v, W/w, X/x, Y/y, Z/z

Unit 7 F/f, I/i, J/j, M/m, T/t

Unit 8 A/a, B/b, E/e, N/n, R/r

Unit 9 D/d, G/g, H/h, L/l, Q/q


Letter MatchingThe goal of this activity is for students to recognize all upper- and lowercase letters of the alphabet . Students begin by matching letters that are the same and progress to matching uppercase letters to lowercase letters .


PHONICS



TaskThe student categorizes a set of objects into two or three categories.

Unit 1 Red, Blue

Unit 2 Black, Yellow

Unit 3 Green, Brown

Unit 4 Purple, Orange

Unit 5 Animals, Vehicles

Unit 6 Bugs, Instruments

★ Unit 7 Farm Animals, Sea Animals

Unit 8 Furniture, Playground

Unit 9 Stormy, Sunny

Unit 10 Pets, Zoo Animals

Unit 11 Sea Animals, Bugs, Birds

Unit 12 Water, Land, Sky

Unit 13 Building, Cooking, Drawing

Unit 14 Sports, Arts, Music


Categorizing PicturesThe goal of this activity is for students to build their knowledge of word relationships through categorizing . Students sort pictures into basic categories as they learn to think about common attributes among objects .

VOCABULARY



TaskThe nursery rhyme is read along with pictures. Then, for each part of the nursery rhyme (beginning / middle / end), three pictures are presented and the student chooses the picture that best matches that part.

Unit 1 Humpty Dumpty (Humpty Dumpty sat on a wall, / Humpty Dumpty had a great fall. / All the king’s horses, and all the king’s men, couldn’t put Humpty together again.)

Unit 2 It’s Raining, It’s Pouring (It’s raining, it’s pouring, / the old man is snoring. / He bumped his head, and went to bed, and he couldn’t get up in the morning.)

Unit 3 Mary Had a Little Lamb (Mary had a little lamb, its fleece was white as snow. / And everywhere that Mary went, the lamb was sure to go. / It followed her to school one day, which was against the rule; It made the children laugh and play, to see a lamb at school.)

Unit 4 Hickory Dickory Dock (Hickory dickory dock, the mouse ran up the clock. / The clock struck one, the mouse ran down, / hickory dickory dock.)

Unit 5 The Itsy Bitsy Spider (The itsy bitsy spider went up the water spout. / Down came the rain and washed the spider out. / Out came the sun and dried up all the rain, Now Itsy Bitsy spider went up the spout again!)

★ Unit 6 Three Little Kittens (Three little kittens they lost their mittens, and they began to cry. / Oh mother dear, we sadly fear that we have lost our mittens. / What! Lost your mittens, you naughty kittens! Then you shall have no pie.)

Unit 7 Little Bo Peep (Little Bo Peep has lost her sheep, and can’t tell where to find them. / Leave them alone, and they’ll come home, / Wagging their tails behind them.)

Unit 8 Little Miss Muffet (Little Miss Muffet sat on a tuffet, eating her curds and whey. / Along came a spider, who sat down beside her, / and frightened Miss Muffet away.)

Unit 9 Old Mother Hubbard (Old Mother Hubbard, went to the cupboard, to get her poor dog a bone. / But when she got there, The cupboard was bare, / and so her poor dog had none.)

Unit 10 Diddle Diddle Dumpling (Diddle, diddle, dumpling, my son John, / Went to bed with his trousers on, / One shoe off, and one shoe on. Diddle, diddle, dumpling, my son John!)


Nursery RhymesThe goal of this activity is for students to build their understanding of narrative story structure and learn to focus on key words . Students listen to a common nursery rhyme and then choose the picture that matches the beginning, middle, or end of the nursery rhyme .

COMPREHENSION




Letter Matching and Basic Categorizing (Review) Increase automaticity with previously acquired skills .

RF.K.1d L.K.5a


Blending & Segmenting 1Blend 2-3 syllables to form words and segment spoken words into syllables .

Units: 8

RF.K.2b


Beginning SoundsIsolate beginning sounds in spoken words .

Units: 8

RF.K.2d

Phonics

Letter NamesRecognize letter names for upper- and lowercase letters and demonstrate knowledge of alphabetic sequence .

Units: 12

RF.K.1d

Vocabulary

Spatial ConceptsDemonstrate understanding of basic spatial concepts .

Units: 16

L.K.1e

Comprehension

Picturing Stories 1Demonstrate understanding of narrative story structure and focus on key word imaging .

Units: 10

RL.K.1


A Day at the Beach

Level 2 (Beginning Kindergarten Skills)

COMPREHENSION


Level 2 (Beg K Skills)

Blending & Segmenting 1The goal of this activity is for students to build their awareness of syllables in words . Students blend two and three syllables to form words . They also segment two- and three- syllable words and identify the number of syllables in these words .


Blending TaskThree pictures display and a word is named with a one-second pause between syllables. The student selects the picture that represents that word.

Unit 1 Two-syllable compound words (e.g., tea-pot)

Unit 2 Two-syllable words (e.g., tur-tle)

Unit 3 Three-syllable words (e.g., kan-ga-roo)

Segmenting TaskOne picture displays and a word is named with no pause between syllables. The student drags down a token for each syllable in the word.

★ Unit 4 Two-syllable compound words (e.g., bird-cage)

Unit 5 Two-syllable words with –ing and –er (e.g., play-er)

Unit 6 Two- and three-syllable words (e.g., tu-lip, ba-na-na)

Unit 7 Two- and three-syllable words (e.g., pi-ckle, ra-di-o)

Unit 8 Two-syllable words with –ing and –er (e.g., jump-ing) and three-syllable words (e.g., go-rill-a)





Matching TaskThree pictures are highlighted and named. The student selects the two pictures with the same beginning sound.

Unit 1 One-syllable words containing 3 sounds. Target pictures are next to each other (e.g., mice, moon, sail). Target sounds: b, k, d, f, g, h, j, l, m, n

Unit 2 One-syllable words containing 3 sounds. Target pictures are placed randomly (e.g., sail, bun, sock). Target sounds: p, r, s, t, w, b, k, d, m, n

Unit 3 One-syllable words containing 4 sounds and beginning blends. Target pictures are next to each other (e.g., flag, fruit, plate). Target sounds: b, k, d, f, g

Unit 4 One-syllable words containing 4 sounds and beginning blends. Target pictures are placed randomly (e.g., bread, skin, block). Target sounds: p, s, t, b, k, d

Identifying TaskThree pictures are highlighted and named, and a target sound is named. The student selects the picture that begins with the target sound.

★ Unit 5 One-syllable words containing 3 sounds. Target sounds: b, k, d, f, g, h, j, l, m, n

Unit 6 One-syllable words containing 3 sounds. Target sounds: p, r, s, t, w, b, k, d, m, n

Unit 7 One-syllable words containing 3 to 4 sounds. The named pictures have no similarities (e.g., web, cup, mouse). Target sounds: b, k, d, f, g, h, j, l, m, n

Unit 8 One-syllable words containing 3 to 4 sounds and ending blends. The named pictures have no similarities, (e.g., camp, bank, tent). Target sounds: p, r, s, t, w, b, k, d, m, n


Beginning SoundsThe goal of this activity is for students to isolate the beginning sound in spoken words . Students match pictures that begin with the same beginning sound and choose pictures that match a presented sound .



Letter NamesThe goal of this activity is for students to recognize the letter names for upper- and lowercase letters and to recognize the alphabetic sequence of letters . Students begin by choosing a letter that is named and progress to sequencing letters alphabetically .


Letter Recognition TaskSix or seven letters display and a target letter is named. The student selects the target letter from the alphabet arc.

Unit 1 E, A, R, I, O, T

Unit 2 N, S, L, C, U, D, P

Unit 3 M, H, G, B, F, Y, W

Unit 4 K, V, X, Z, J, Q

Unit 5 e, a, r, i, o, t

Unit 6 n, s, l, c, u, d, p

Unit 7 m, h, g, b, f, y, w

Unit 8 k, v, x, z, j, q

Alphabetizing TaskSix letters display out of alphabetical order at the bottom of the screen. The student puts the letters in order. The alphabet arc displays and then disappears after the student’s first response.

★ Unit 9 A, B, C, D, E, F

Unit 10 G, H, I, J, K, L, M

Unit 11 N, O, P, Q, R, S

Unit 12 T, U, V, W, X, Y, Z

PHONICS


Receptive TaskThe student selects the subject in a particular position in relation to objects (e.g., “Find the flamingo above the tree.”)

Expressive TaskThe student places one or two shapes in relation to a familiar object (e.g., “Put the square next to the fox.”)


Spatial ConceptsThe goal of this activity is to build an awareness of the spatial relationship between objects . Students develop an understanding of spatial concepts (i .e ., above, between) as they follow spoken directions to find and place objects in specified locations .


Unit 1 above, behind (Receptive)

Unit 2 under, next to (Receptive)

Unit 3 under, next to, above, behind (Expressive)

Unit 4 under, next to, above, behind (Expressive)

Unit 5 beneath, in (Receptive)

Unit 6 beside, in front of (Receptive)

Unit 7 beside, beneath, in front of (Expressive)

Unit 8 beside, beneath, in front of (Expressive)

★ Unit 9 between, on top of (Receptive)

Unit 10 right next to, below (Receptive)

Unit 11 right next to, on top of, between, below (Expressive)

Unit 12 right next to, on top of, between, below (Expressive)

Unit 13 in the middle of, over (Receptive)

Unit 14 underneath, inside (Receptive)

Unit 15 underneath, over, in the middle of (Expressive)

Unit 16 underneath, over, in the middle of (Expressive)

VOCABULARY



TaskThe story is read in three parts (beginning/middle/end). After each part is read aloud, the student selects an arrow to view three pictures. The student chooses the picture that best matches the sentence that they heard.

Unit 1 Pia the Piglet (Pia the Piglet jumped out of the plane. / Pia’s pink parachute opened up. / Pia the Piglet landed safely on the grass.)

Unit 2 Bobby Bunny (Bobby Bunny pulled a carrot from the garden. / Bobby Bunny brought the carrot to his home. / Bobby Bunny shared the carrot with his brothers and sisters.)

Unit 3 Carlos the Cat (Carlos the Cat baked a cake. / Carlos put the cake in a big box. / Carlos the Cat gave the cake to his friend.)

Unit 4 Tina Tiger (Tina Tiger went on a train ride. / Tina Tiger handed the conductor her ticket. / Tina Tiger looked out the window and enjoyed the ride.)

Unit 5 Daisy Dragon (Daisy Dragon fell asleep. / Daisy had a dream that she was dancing. / When Daisy Dragon woke up, she danced with her doll.)

★ Unit 6 Franco the Fish (Franco the Fish swam near a big whale. / Franco was very frightened and quickly swam home. / Franco learned he should swim near his mom.)

Unit 7 Nina the Newt (Nina the Newt goes to the jewelry store. / Nina is looking for a necklace. / Nina buys nine necklaces.)

Unit 8 Sanjay the Sea Turtle (Sanjay the Sea Turtle walked to the store. / Sanjay ordered a small soda. / Sanjay then offered to share his drink with another sea turtle.)

Unit 9 Manny the Mouse (Manny the Mouse opened the tub of ice cream. / Manny mixed the ice cream with a cup of milk. / Manny the Mouse enjoyed the yummy milk shake he made.)

Unit 10 Loretta the Ladybug (Loretta the Ladybug lays down a picnic blanket. / Loretta’s friends bring food to the picnic. / Loretta hands out slices of watermelon to all her friends.)


Picturing Stories 1The goal of this activity is for students to build their understanding of narrative story structure as they learn to focus on key word imaging . Students listen for key details in alliterative stories and choose pictures that match the beginning, middle, or end of the story .

COMPREHENSION




Letter Names and Alphabetizing (Review) Increase automaticity with previously acquired skills .

RF.K.1d


Blending & Segmenting 2Blend onset/rime and single phonemes to form words and segment spoken words into 2-4 phonemes .

Units: 8

RF.K.2c

Phonics

Consonant SoundsDemonstrate basic knowledge of letter-sound correspondences for beginning consonants and discriminate between similar-sounding consonants at the beginning of words .

Units: 18

RF.K.3a

Fluency

Sight Words 1Demonstrate automatic recognition of regular and irregular high-frequency sight words .

Units: 18

RF.K.3c

Vocabulary

Advanced DescriptorsIncrease vocabulary knowledge for unfamiliar, high-level words through deductive reasoning .

Units: 8

L.K.5c

Comprehension

Picturing Stories 2Demonstrate understanding of story details by focusing on key word imaging .

Units: 10

RL.K.1


Level 3 (Beg–Mid Kindergarten Skills)

A Snow Day in the City

COMPREHENSION


Level 3 (Beg–Mid K Skills)

Blending & Segmenting 2The goal of this activity is for students to blend phonemes to form words and also to segment spoken words into phonemes . Students blend onsets/rimes and phonemes in words and choose a picture that matches the blended word . Students also segment spoken words as they identify the number of phonemes in a word .


Blending TaskThree pictures display and a word is named with a one-second pause between sounds. The student selects the picture that represents that word.

Unit 1 One-syllable words with a pause between initial and remaining sounds (e.g., n-ose, p-in)

Unit 2 One-syllable words with a pause between initial and remaining sounds (e.g., p-ool, k-ite)

Unit 3 One-syllable words with pauses between three sounds (e.g., m-u-g, m-o-th)

Unit 4 One-syllable words with pauses between three sounds (e.g., d-i-sh, f-ar-m)

Segmenting TaskOne picture displays and a word is named with no pause between sounds. The student drags down a token for each sound in the word.

★ Unit 5 Words with 2 or 3 sounds (e.g., w-e, l-i-p)

Unit 6 Words with 2 or 3 sounds (e.g., oa-k, p-u-p)

Unit 7 Words with 3 or 4 sounds (e.g., s-u-n, s-k-a-te)

Unit 8 Words with 3 or 4 sounds (e.g., r-e-d, kn-o-ck)




Letter to Picture Matching TaskThree letters display above a picture. The student hears the name of the picture, and then selects the letter that matches the beginning sound of the picture.

Unit 1 t, b, m, s, k, f

Unit 2 p, g, r, n, d, z, l

Unit 3 c, h, j, v, w, y, qu

Unit 4 Review Units 1-3

Picture to Letter Matching TaskThree pictures display above a letter. The student hears the names of the pictures and the letter, and then selects the picture that matches the letter.

Unit 5 t, b, m, s, k, f

Unit 6 p, g, r, n, d, z, l

Unit 7 c, h, j, v, w, y, qu

Unit 8 Review Units 5-7

Consonant Discrimination TaskPaired letters with similar sounds (e.g., b/p) display with five pictures. The student selects a picture, hears the name of the picture, and then sorts the picture according to the first sound of the word.


Consonant Sounds The goal of this activity is for students to build their knowledge of basic letter-sound correspondences for beginning consonants (except x) and to discriminate similar-sounding consonants at the beginning of words . Students choose pictures that begin with a presented letter as well as choose letters that match the beginning sound of a picture . They also sort pictures based on beginning sounds and match these pictures to the appropriate letter .

PHONICS

★ Unit 9 b/p

Unit 10 d/t

Unit 11 f/v

Unit 12 g/k

Unit 13 s/z

Unit 14 m/n

Unit 15 l/r

Unit 16 y/w

Unit 17 c/g

Unit 18 h/w



Recognition TaskThe student selects the target word. Foils include two close spellings of the target word plus another sight word.

Construction TaskThe letters for a sight word display out of order. The student hears the word and must drag the letters into the correct order.

Phrases/Sentences TaskA picture and a phrase display. The student hears the phrase and then selects the sight word that completes the phrase from three choices.

Automaticity TaskWords move on the screen. The student selects the target sight word from four choices. Foils include a close spelling of the target word plus two other sight words.


Sight Words 1The goal of this activity is for students to automatically recognize regular and irregular high-frequency sight words . Students identify and construct dictated sight words in isolation, complete dictated phrases or sentences with sight words, and quickly identify dictated sight words .

AUTOMATICITY/FLUENCY

Unit 1 the, my, here, is (Recognition)

Unit 2 the, my, here, is (Construction)

Unit 3 the, my, here, is (Phrases)

Unit 4 the, my, here, is (Automaticity)

Unit 5 one, two, are, you (Recognition)

Unit 6 one, two, are, you (Construction)

Unit 7 one, two, are, you (Phrases)

Unit 8 one, two, are, you (Automaticity)

Unit 9 Review Units 1-8 (Automaticity)

★ Unit 10 no, go, so, she (Recognition)

Unit 11 no, go, so, she (Construction)

Unit 12 no, go, so, she (Phrases)

Unit 13 no, go, so, she (Automaticity)

Unit 14 he, we, be, me (Recognition)

Unit 15 he, we, be, me (Construction)

Unit 16 he, we, be, me (Phrases)

Unit 17 he, we, be, me (Automaticity)

Unit 18 Review Units 10-17 (Automaticity)



TaskFour pictures display. The student hears a challenging word that describes three of the pictures and must select the picture that the word does not describe.

Unit 1 freezing, cracked, cheerful, filthy

Unit 2 terrifying, enormous, damp, bright

Unit 3 crowded, furious, soaring, formal

Unit 4 exhausted, ancient, coiled, sturdy

★ Unit 5 tidy, repaired, swift, fragile

Unit 6 crouched, squishy, young, blustery

Unit 7 upset, energetic, scorching, alike

Unit 8 professional, wobbly, athletic, nutritious


Advanced DescriptorsThe goal of this activity is to increase vocabulary knowledge for unfamiliar, high-level words through deductive reasoning . Students determine the meaning of a word by analyzing pictures and choosing the picture that does not belong .

VOCABULARY



TaskThe story is read in three parts (beginning/middle/end). After each part is read aloud, the student selects a “Go” arrow to view three pictures. The student chooses the picture that best matches the sentence that they heard.

Unit 1 The Ballet Dancer (The ballet dancer wears a red tutu and a silver crown on stage to perform. / The dancer starts her routine balancing on one foot. / The crowd stands and claps for the dancer at the end of the performance.)

Unit 2 A Scuba Diver (A scuba diver plunges into the sea from a boat. Her wetsuit keeps her warm in the deep, cold water. / The scuba diver takes out her small, black camera. Good thing it is waterproof! / She takes a photo of a speckled sea turtle chasing a fish.)

Unit 3 A Pilot (A pilot pulls on her round helmet and goggles. The airport tower tells her it is safe to go. / The jet speeds down the runway. The noise is deafening. / The jet leaves behind a trail of white smoke.)

Unit 4 The Elephants (Three gray elephants stop to drink water from the river on a hot sunny day. / The smallest elephant snorts up some water and blows it on his own back. He is giving himself a shower./ The other two elephants go for a swim in the clear, blue water.)

Unit 5 A Skateboarder (A boy wearing a black t-shirt and jeans jumps on his skateboard. / He skates down the busy sidewalk through the crowd of people. / He arrives at the park and sees his friend skating on the ramp doing tricks and turns.)

★ Unit 6 The Artist (An artist paints orange stars on the side of a building. / Then she paints a brown and white spotted owl sitting in a big tree./ Finally, the artist paints a picture of cat sitting under the tree.)

Unit 7 A Pirate (A pirate wearing a long red coat and black boots is holding an old map. / A large bird swoops down and snatches the map. / The pirate follows the large black bird to the nest and grabs the map back.)

Unit 8 The Farmer (A farmer with purple overalls and a straw hat fills a bucket with water. / The farmer’s brown horse drinks the water from the bucket. / The farmer brushes the horse while the horse is drinking.)

Unit 9 A Black Puppy (A black puppy with big, floppy ears chases a ball across the living room floor. / The puppy knocks the ball into a green lamp beside the purple couch. / The lamp topples over and crashes into a million pieces on the floor.)

Unit 10 The Tennis Player (A tennis player with long, curly hair and black shorts steps onto the tennis court. / He throws the yellow ball high into the air and lunges at it with his green racquet. / After the ball lands, he throws his hands in the air to celebrate his win.)


Picturing Stories 2The goal of this activity is for students to build their understanding of narrative story structure as they learn to focus on key word imaging . Students listen for key details in stories and choose pictures that match the beginning, middle, or end of the story .

COMPREHENSION




Consonant Sounds and Sight Words (Review) Increase automaticity with previously aquired skills .

RF.K.3a RF.K.3c


Ending SoundsIsolate ending consonant sounds in spoken words and match letter-sound correspondences for ending sounds .

Units: 8

RF.K.2d

Phonics

Beginning Sounds & LettersDemonstrate knowledge of letter-sound correspondences for beginning consonant sounds in words .

Units: 14

RF.K.2d

Phonics

Short Vowel SoundsAssociate the short vowel sounds with letters for the five major vowels .

Units: 13

RF.K.3b

Vocabulary

Combining AdjectivesDemonstrate understanding of two descriptors as they relate to a noun .

Units: 6

L.K.5c

Comprehension

Sequencing Stories 1Demonstrate understanding of the sequence of events in a story as shown through pictures .

Units: 20

RL.K.7


Level 4 (Mid–End Kindergarten Skills)

The Amazon Rainforest

COMPREHENSION


Level 4 (Mid–End K Skills)

Ending SoundsThe goal of this activity is for students to isolate ending consonant sounds in spoken words and to match letters to these ending sounds . Students choose pictures that match the ending sound presented and choose ending consonant letters to complete words .


Recognition TaskThree pictures display. The student hears the target ending sound and the names of the pictures. The student selects the picture that ends in the target sound.

Unit 1 Three phonemes and same initial phoneme (e.g., web, win, wet)

Unit 2 Three phonemes and no similarities (e.g., lake, fuzz, pan)

Unit 3 Four phonemes with beginning blends and no similarities (e.g., plane, cloud, scale)

Unit 4 Four or five phonemes with ending blends and no similarities (e.g., sank, toast, pond)

Word Completion TaskA partial CVC word displays with three letters underneath. The student hears the word and then selects the letter that completes the word.

★ Unit 5 Complete the word with b, m, t

Unit 6 Complete the word with x, d, n

Unit 7 Complete the word with s, p, g

Unit 8 Complete the word with ss, ll, ff, zz




Task DescriptionA partial word displays above three or four letters. The student hears the word and selects the letter that completes the word.

Unit 1 m, s, d

Unit 2 m, s, t, b

Unit 3 d, f, y, c

Unit 4 r, p, l, k

Unit 5 g, h, b, w

Unit 6 qu, z, v, j

Unit 7 n, d, f, s

★ Unit 8 s, p, g, f

Unit 9 m, n, k, g

Unit 10 t, d, f, v

Unit 11 b, p, s, z

Unit 12 qu, c, d, p

Unit 13 g, z, n, d (Standard and Practice Steps use nonsense words, e.g., gam, zil, nog, duf)

Unit 14 m, s, t, b (Standard and Practice Steps use nonsense words, e.g., mip, sec, taz, biv)


Beginning Sounds & LettersThe goal of this activity is for students to build their knowledge of letter-sound correspondences for beginning consonant sounds in words . Students choose the letter that completes the spoken word .

PHONICS

COMPREHENSION



Short Vowel SoundsThe goal of this activity is for students to build their knowledge of letter-sound correspondences for the five major vowels . Through this activity, students choose the picture that begins with a presented vowel letter and choose the vowel letter that matches the beginning sound of the picture .


Unit 1 short a (Letter to Picture Matching)

Unit 2 short i (Letter to Picture Matching)

Unit 3 short a, i (Picture to Letter Matching)

Unit 4 short a, i (Letter to Picture Matching)

Unit 5 short o (Letter to Picture Matching)

Unit 6 short a, i, o (Picture to Letter Matching)

Unit 7 short a, i, o (Picture to Letter Matching)

★ Unit 8 short o (Letter to Picture Matching)

Unit 9 short a, i, o, u (Picture to Letter Matching)

Unit 10 short a, i, o, u (Letter to Picture Matching)

Unit 11 short e (Letter to Picture Matching)

Unit 12 short a, i, e, o, u (Picture to Letter Matching)

Unit 13 short a, i, e, o, u (Letter to Picture Matching)

PHONICS

Letter to Picture Matching TaskThe short vowel is introduced in a letter morph with the key word. Two pictures display above a vowel. The student hears the names of the pictures and selects the picture that begins with the target short vowel sound.

Picture to Letter Matching TaskTwo vowels display above a picture. The student hears the name of the picture and then selects the vowel that matches the beginning sound of the picture




Combining AdjectivesThe goal of this activity is for students to build their understanding of descriptors as they relate to nouns . Students choose a picture that matches a dictated description that contains two adjectives .

TaskAn object inside the basket is described with two adjectives. Three pictures display and the student selects the picture that is best described by the descriptors.

Unit 1 heavy/gray, juicy/round, soft/white, colorful/living, muddy/big

Unit 2 enormous/blue, squishy/rectangular, prickly/green, sticky/brown, bright/red

Unit 3 cracked/flat, bouncy/round, sleepy/young, shiny/black, curly/brown

★ Unit 4 fragile/clean, slimy/slow, noisy/huge, new/fancy, soaked/sad

Unit 5 crowded/noisy, young/dirty, sparkling/round, slippery/cold, plain/purple

Unit 6 circular/tiny, striped/soft, healthy/smooth, dusty/brown, slim/tall

VOCABULARY



TaskThe student hears an entire story and then must put images of the story in sequential order.

Unit 1 Maya and Her Dad

Unit 2 Chan and the Snow Day

Unit 3 Kelly’s Chores on the Farm

Unit 4 Diego and His Cat

Unit 5 Sara and Jose at the Beach

Unit 6 Ali and Becky at the Circus

Unit 7 Abdul and Tim

Unit 8 Abe and His Parrot

Unit 9 Gia and the Bumblebee

Unit 10 Rosa Goes Camping

★ Unit 11 Steve and His Bike

Unit 12 Justin and Sam

Unit 13 Manny and His Dog

Unit 14 The Family Garden

Unit 15 Bo and Missy at the Fair

Unit 16 Bella’s Birthday

Unit 17 Three Brothers at Home

Unit 18 The Petting Zoo

Unit 19 Amil and His Dog

Unit 20 Fishing with Grandpa


Sequencing Stories 1The goal of this activity is for students to build their understanding of narrative structure and story sequence as shown through pictures . Students listen to spoken stories and sequence pictures to match the events of the story .

COMPREHENSION





Short Vowel Sounds (Review) Increase automaticity with previously acquired skills .

RF.K.3b

Phonics

Simple Word ChainsSubstitute phonemes in single-syllable CVC words to make new words .

Units: 8

RF.K.2e

Phonics

Medial VowelsIdentify medial short vowel sounds and corresponding letters in CVC words .

Units: 10

RF.K.2d

Phonics

Picture-Word Match 1Demonstrate automatic recognition of CVC words .

Units: 10

RF.K.4

Fluency


Units: 19

RF.K.3c

Comprehension

Sequencing Stories 2Demonstrate understanding of a narrative or informational text sequence based on details and identify what the text is mainly about or its main idea .

Units: 20

RL.K.7

Level 5 (End Kindergarten Skills)

The Scottish Cliffs

PHONICS



TaskA CVC word displays in a box below four letter choices. The student must replace the word they see with the word they hear by dragging a letter over the correct part of the word.

Unit 1 switch first letter (e.g., change lug to bug, bug to dug, dug to hug)

Unit 2 switch last letter (e.g., change cab to cat, cat to cap, cap to can)

Unit 3 switch first or last letter (e.g., change pat to cat, cat to sat, sat to sag)

Unit 4 switch first or last letter (e.g., change cub to cup, cup to pup, pup to pug)

★ Unit 5 switch medial vowel or last letter (e.g., change pen to pet, pet to pat, pat to pit)

Unit 6 switch medial vowel, first or last letter (e.g., change cab to cob, cob to cop, cop to top)

Unit 7 switch medial vowel, first or last letter, nonsense words (e.g. change zot to vot, vot to vit, vit to vip)

Unit 8 switch medial vowel, first or last letter, nonsense words (e.g., change dib to dob, dob to vob, vob to vot)

Level 5 (End K Skills)

Simple Word ChainsThe goal of this activity is for students to strengthen their sound manipulation skills while reinforcing their letter-sound knowledge . Students change one letter in a single-syllable CVC word to make a new word .




Medial VowelsThe goal of this activity is for students to identify medial short vowel sounds and corresponding letters in CVC words . Students choose the letter associated with the medial short vowel sound of a dictated word .

TaskA CVC word is dictated and the student selects the vowel that they hear from two, three, four, or five choices.

Unit 1 Short medial a, i

Unit 2 Short medial a, i, o

Unit 3 Short medial a, i, u

Unit 4 Short medial a, i, o, u

Unit 5 Short medial o, e

★ Unit 6 Short medial a, o, e

Unit 7 Short medial a, e, o, u

Unit 8 Short medial e, i

Unit 9 Short medial e, i, o, u

Unit 10 Short medial a, e, i, o, u

PHONICS

COMPREHENSION




Picture-Word Match 1The goal of this activity is to increase automatic recognition of CVC words while promoting word-level comprehension skills . In this activity, students read CVC words and match words with pictures .

Picture to Word Matching TaskFive pictures display with one CVC word. The student must read the word and select the picture that matches the word.

Word to Picture Matching TaskOne picture displays with three CVC words. The student must select the CVC word that matches the picture.

Unit 1 CVC words with medial a, i (Picture to Word Matching)

Unit 2 CVC words with medial a, i (Word to Picture Matching)

Unit 3 CVC words with medial e, o, u (Picture to Word Matching)

Unit 4 CVC words with medial e, o, u (Word to Picture Matching)

Unit 5 CVC words with medial a, i, e, o, u (Picture to Word Matching)

Unit 6 CVC words with medial a, i, e, o, u (Word to Picture Matching)

★ Unit 7 CVC words with same initial sound (Picture to Word Matching)

Unit 8 CVC words with same initial sound (Word to Picture Matching)

Unit 9 CVC words with same initial sound (Picture to Word Matching)

Unit 10 CVC words with same initial or final sound (Word to Picture Matching)

PHONICS




Sight Words 2The goal of this activity is for students to automatically recognize regular and irregular high-frequency sight words . Students identify and construct dictated sight words in isolation, complete dictated phrases or sentences with sight words and quickly identify dictated sight words .



Construction TaskThe letters for a sight word display out of order. The students hears the word and must drag the letters into the correct order.

Phrases TaskA picture and a phrase display. The student hears the phrase and then selects the sight word that completes the phrase from three choices.


Unit 1 to, all, there, what, they (Recognition)

Unit 2 to, all, there, what, they (Construction)

Unit 3 to, all, there, what, they (Phrases)

Unit 4 to, all, there, what, they (Automaticity)

Unit 5 blue, do, was, black, said (Recognition)

Unit 6 blue, do, was, black, said (Construction)

Unit 7 blue, do, was, black, said (Phrases)

Unit 8 blue, do, was, black, said (Automaticity)

Unit 9 Review (Automaticity)

★ Unit 10 yellow, there, three, brown, who (Recognition)

Unit 11 yellow, there, three, brown, who (Construction)

Unit 12 yellow, there, three, brown, who (Phrases)

Unit 13 yellow, there, three, brown, who (Automaticity)

Unit 14 four, has, green, come, down (Recognition)

Unit 15 four, has, green, come, down (Construction)

Unit 16 four, has, green, come, down (Phrases)

Unit 17 four, has, green, come, down (Automaticity)




(I) - Informational Text (N) - Narrative Text


TaskA story is read to the student. The student must put images from the story in sequential order. After listening to the story with the pictures, the student must then choose the main idea from four scenes.


Sequencing Stories 2The goal of this activity is for students to build their understanding of the sequence of events based on key details in narrative and informational texts . Students listen to a passage and sequence pictures to match the text . Students then choose a picture that represents what the passage is mainly about or the main idea .

COMPREHENSION

Unit 1 The Chef (I)

Unit 2 A Creative Carpenter (I)

Unit 3 Sliding Practice (N)

Unit 4 A Delivery Man (N)

Unit 5 Ice Fishing (N)

Unit 6 The Singing Barber (N)

Unit 7 Becoming An Actress (N)

Unit 8 A Careful Mechanic (N)

Unit 9 The Butterfly Fieldtrip (I)

Unit 10 The Firefighter (N)

★ Unit 11 An Artist’s Silly Pictures (N)

Unit 12 A Helpful Librarian (I)

Unit 13 The Custodian (N)

Unit 14 The Doctor (I)

Unit 15 A Bellhop’s Job (N)

Unit 16 Yoga Class (I)

Unit 17 A Farmer’s Party (N)

Unit 18 The Busy Vet (N)

Unit 19 A Singing Waiter (N)

Unit 20 The Police Officer (I)



Area Activity CCSS


Picture Word Match and Sight Words (Review) Increase automaticity with previously acquired skills .

RF.1.3b RF.1.3g

Phonics

Building WordsMap sounds to letters in single-syllable words as well as distinguish long from short vowel sounds in spoken single-syllable words .

Units: 13

RF.1.2a

Phonics

Consonant DigraphsDemonstrate basic letter-sound knowledge for common consonant digraphs .

Units: 13

RF.1.3a

Fluency


Units: 19

RF.1.3g

Vocabulary

Categorizing Words 1Demonstrate understanding of word relationships by categorizing words .

Units: 12

L.1.5a

Comprehension

Picture-Phrase MatchRead and comprehend grade-appropriate text with regular and irregular words .

Units: 15

RF.1.4a

Level 6 (Beginning Grade 1 Skills)

A Day in Paris



Word Construction TaskThe student hears a word and drags down the correct letters to spell the word. The student must then submit their answer after checking their work.

Unit 1 CVC words

Unit 2 CVC, CCVC words

Unit 3 CVC, CCVC words

Unit 4 CVC, CVCC words

Unit 5 CVC, CVCC words

Unit 6 CVC, CCVC, CVCC words



Long and Short Vowel TaskSix pictures display. The student selects a picture and drags it into the short vowel sound or long vowel sound column.

★ Unit 9 Short and long a

Unit 10 Short and long i

Unit 11 Short and long o

Unit 12 Short and long u

Unit 13 Short and long e

Level 6 (Beg Grade 1 Skills)

Building WordsThe first goal of this activity is to build segmenting skills and letter-sound knowledge . Students segment single-syllable words into isolated phonemes and map letters on to the phonemes . The second goal of this activity is for students to distinguish long and short vowel sounds in spoken, single-syllable words . Students sort pictures based on their vowel sound .

PHONICS



Digraph to Picture Matching TaskThe student selects the target word. Foils include two close spellings of the target word plus another sight word.

Word Completion TaskThree digraphs display above a word completion. The student hears the word and then selects the digraph that completes the word.


Consonant DigraphsThe goal of this activity is for students to build their basic letter-sound knowledge for common consonant digraphs . Students choose pictures that begin or end with a given digraph and also choose digraphs to complete words .

PHONICS

Unit 1 beginning digraph sh– (Digraph to Picture Matching)

Unit 2 beginning digraph wh– (Digraph to Picture Matching)

Unit 3 beginning digraph ch– (Digraph to Picture Matching)

Unit 4 beginning digraphs wh–, sh–, ch– (Word Completion)

Unit 5 beginning digraph th– (Digraph to Picture Matching)

Unit 6 beginning digraphs wh–, sh–, ch–, th– (Word Completion)

★ Unit 7 ending digraphs –sh, –ch, –th (Word Completion)

Unit 8 ending digraph –ck (Digraph to Picture Matching)

Unit 9 ending trigraph –tch (Digraph to Picture Matching)

Unit 10 ending digraphs –ck, –tch, –sh (Word Completion)

Unit 11 ending digraphs –ck, –sh, –ch, –th (Word Completion)

Unit 12 ending digraph –ng (Digraph to Picture Matching)

Unit 13 ending digraphs –tch, –ck, –ng, –sh, –th (Word Completion)







Construction TaskThe student hears the word and then spells it.



Unit 1 some, were, by, from, of (Recognition)

Unit 2 some, were, by, from, of (Construction)

Unit 3 some, were, by, from, of (Phrases)

Unit 4 some, were, by, from, of (Automaticity)

Unit 5 every, once, have, out, how (Recognition)

Unit 6 every, once, have, out, how (Construction)

Unit 7 every, once, have, out, how (Phrases)

Unit 8 every, once, have, out, how (Automaticity)


★ Unit 10 any, old, just, again, want (Recognition)

Unit 11 any, old, just, again, want (Construction)

Unit 12 any, old, just, again, want (Phrases)

Unit 13 any, old, just, again, want (Automaticity)

Unit 14 could, know, give, live, round (Recognition)

Unit 15 could, know, give, live, round (Construction)

Unit 16 could, know, give, live, round (Phrases)

Unit 17 could, know, give, live, round (Automaticity)






Categorizing Words 1This goal of this activity is for students to explore word relationships (categorization and association) for common CVC words . Decoding skills are reinforced as students read CVC words and sort words into categories and identify associated words .

VOCABULARY

Categorizing TaskSix CVC words display. The student categorizes each word into one of two categories.

Associations TaskThree CVC word choices display below a target word. The student must select the word that best goes with the target word while considering the named category.

Unit 1 animals, kitchen objects (Categorizing)

Unit 2 animals (Associations)

Unit 3 kitchen objects (Associations)

Unit 4 actions, outside (Categorizing)

Unit 5 actions (Associations)

Unit 6 outside (Associations)

★ Unit 7 inside, animals (Categorizing)

Unit 8 inside (Associations)

Unit 9 animals (Associations)

Unit 10 food, actions (Categorizing)

Unit 11 food (Associations)

Unit 12 actions (Associations)




Picture-Phrase MatchThe goal of this activity is for students to read and comprehend grade-appropriate text with CVC and irregular words . Students read phrases and match these phrases to pictures . They also read and answer yes/no questions about pictures .

COMPREHENSION

One Phrase TaskThe student sees three pictures above a phrase. The student must select the picture that matches the phrase.

Three Phrases TaskThe student sees one picture next to three phrases. The student must select the phrase that matches the picture.

Questions TaskThe student sees one picture and a “yes” or “no” question about the picture. The question is read and the student must select if the answer is “yes” or “no.”

Unit 1 article and noun, e.g., “the pig” (One Phrase)

Unit 2 article and noun (Three Phrases)

Unit 3 article and noun (One Phrase)

Unit 4 article and noun (Three Phrases)

Unit 5 adjective phrase, e.g., “the red cat” (One Phrase)

Unit 6 adjective phrase (Three Phrases)

Unit 7 adjective phrase (One Phrase)

Unit 8 adjective phrase (Three Phrases)

★ Unit 9 questions (Questions)

Unit 10 prepositional phrase with in, e.g., “a pig in a tub” (One Phrase)

Unit 11 prepositional phrase with in (Three Phrases)

Unit 12 prepositional phrase with on (One Phrase)

Unit 13 prepositional phrase with on (One Phrase)

Unit 14 questions with prepositional phrases e.g., “Is the cat in a cup?” (Three Phrases)

Unit 15 questions with prepositional phrases and adjectives (Questions)


The African Serengeti




Consonant Digraphs and Sight Words (Review) Increase automaticity with previously acquired skills .

RF.1.3a RF.1.3g

Phonics

Reversible Letters (b, d, p)Demonstrate knowledge of letter-sound correspondence for easily reversible letters .

Units: 13

L.1.2e

Phonics

Silent E RecognitionDemonstrate knowledge of the Silent e pattern to indicate long vowel sounds .

Units: 17

RF.1.3c

Phonics

Contractions & Word FamiliesDemonstrate knowledge of contractions; identify and construct regular and irregular words containing word family patterns .

Units: 15

L.1.2d

Phonics

Picture-Word Match 2Demonstrate automatic recognition of regular words with blends and digraphs .

Units: 8

RF.1.3b

Comprehension

Sentence Comprehension 1Read and comprehend grade-appropriate, short narrative and informational text with regular and irregular words .

Units: 20

RF.1.4a

Level 7 (Beg–Mid Grade 1 Skills)




Reversible Letters (b, d, p)The goal of this activity is to strengthen automatic recall of letter-sound correspondences for easily reversible letters . Students sort letters and CVC/CVCC/CCVC words with b, d, and p and complete CVC/CVCC/CCVC words using these letters .

PHONICS

Visual Sort TaskThe student sorts letters or words in three boxes (b, d, p).

Auditory Sort TaskThe student hears a word with b, d, or p and then selects which of the three boxes it belongs in.

Construction TaskAn incomplete word displays. The student selects the letter b, d, or p to complete the named word.

Unit 1 letters b, d, p (Visual Sort)

Unit 2 CVC words with initial consonant (e.g., big, dot, pen) (Visual Sort)

Unit 3 CVC words with initial consonant (Auditory Sort)

Unit 4 CVC words with initial consonant (Construction)

Unit 5 CVC words with ending consonant (e.g., job, kid, tap) (Visual Sort)

Unit 6 CVC words with ending consonant (Auditory Sort)

Unit 7 CVC words with ending consonant (Construction)

★ Unit 8 CVCC/CCVC words with initial consonant (e.g., bunk, desk, plan) (Visual Sort)

Unit 9 CVCC/CCVC words with initial consonant (Auditory Sort)

Unit 10 CVCC/CCVC words with initial consonant (Construction)

Unit 11 CVCC/CCVC words with ending consonant (e.g., club, glad, flop) (Visual Sort)

Unit 12 CVCC/CCVC words with ending consonant (Auditory Sort)

Unit 13 CVCC/CCVC words with ending consonant (Construction)




Silent E RecognitionThe goal of this activity is to for students to build their knowledge of the Silent e pattern to indicate long vowel sounds . Students identify and sort spoken and written CVC and CVCe words .

PHONICS

Visual Sort TaskThe student sorts CVC and CVCe words.

Long and Short Recognition TaskA word is named and the student chooses the word from two choices (a CVC or CVCe word).

Auditory Sort TaskA word is named and the student categorizes it as a CVC or CVCe word.

Word Recognition TaskSix words display (CVC/CVCe mix). The student selects the word that is named.

Unit 1 long and short a, e, i, o, u (Visual Sort)

Unit 2 long and short a, i (Long and Short Recognition)

Unit 3 long and short a (Auditory Sort)

Unit 4 long and short i (Auditory Sort)

Unit 5 long and short e, o, u (Long and Short Recognition)

Unit 6 long and short o (Auditory Sort)

Unit 7 long and short u (Auditory Sort)

Unit 8 a, e, i, o, u (Word Recognition)

★ Unit 9 long and short a, e, i, o, u (Visual Sort)

Unit 10 long and short a, i (Long and Short Recognition)

Unit 11 long and short a (Auditory Sort)

Unit 12 long and short i (Auditory Sort)

Unit 13 long and short e, o, u (Long and Short Recognition)

Unit 14 long and short o (Auditory Sort)

Unit 15 long and short u (Auditory Sort)

Unit 16 long and short e (Auditory Sort)

Unit 17 a, e, i, o, u (Word Recognition)




Contractions & Word FamiliesThe first goal of this activity is for students to demonstrate knowledge of commonly used contractions . Students read and match words with contracted forms . The second goal is for students to identify and construct irregular words containing common word family patterns . Students find words in a word scramble and spell dictated words containing word family patterns .

PHONICS

Contractions TaskThe student chooses the words that make the named contraction.

Visual Recognition TaskSix contractions display. The student chooses the named contraction.

Word Scramble TaskThe student finds the named word in a word scramble.

Construction TaskFour or five letters display. The student arranges the letters to spell the named word.

Unit 1 “is” (he, she, it, that) (Contractions)

Unit 2 “is” (who, what, when, where, how) (Contractions)

Unit 3 “am/are” (I, you, we, they) (Contractions)

Unit 4 “will” (he, she, they, you, we, I) (Contractions)

Unit 5 “would” (he, she, they, you, we, I) (Contractions)

Unit 6 “not” (have, could, should, would, is) (Contractions)

Unit 7 “not” (do, will, can) (Contractions)

Unit 8 Mixed Contractions (Visual Recognition)

Unit 9 Mixed Contractions (Visual Recognition)

★ Unit 10 Word Families (ing, ump, unk, ick) (Word Scramble)

Unit 11 Word Families (ing, ump, unk, ick) (Construction)

Unit 12 Word Families (all, ild, old, ank) (Word Scramble)

Unit 13 Word Families (all, ild, old, ank) (Construction)

Unit 14 Word Families (ull, ang, ind, ost) (Word Scramble)

Unit 15 Word Families (ull, ang, ind, ost) (Construction)




Picture-Word Match 2The goal of this activity is to increase automatic recognition of regular words with blends and digraphs while promoting word-level comprehension skills . Students read CCVC/CVCC words and match words with pictures .

Word to Picture Matching TaskFive pictures display with one word. The student must read the word and select the picture that matches the word.

Picture to Word Matching TaskOne picture displays with three words. The student must select the word that matches the picture.

Unit 1 beginning and ending digraphs (Word to Picture Matching)

Unit 2 beginning and ending digraphs (Picture to Word Matching)

Unit 3 beginning blends (Word to Picture Matching)

Unit 4 beginning blends (Picture to Word Matching)

★ Unit 5 ending blends (Word to Picture Matching)

Unit 6 ending blends (Picture to Word Matching)

Unit 7 mixed digraphs and blends (Word to Picture Matching)

Unit 8 mixed digraphs and blends (Picture to Word Matching)



TaskThree words display. The student drags the correct word to complete the sentence.


Sentence Comprehension 1The goal of this activity is for students to read and comprehend grade-appropriate, short narrative and informational texts with regular and irregular words . Students choose the missing CVC word to complete sentences within a passage .

COMPREHENSION



Unit 1 Sam and the Cat (N)

Unit 2 Ben and the Ham (N)

Unit 3 Tim and the Bug (N)

Unit 4 Mac and the Sub (N)

Unit 5 Bob and His Dad (N)

Unit 6 Cam and the Pit (N)

Unit 7 Peg and the Dog (N)

Unit 8 Kip on a Log (N)

Unit 9 Tim in the Sun (N)

Unit 10 Bob Gets a Hug (N)

★ Unit 11 Mud (I)

Unit 12 Bug (I)

Unit 13 Pets (I)

Unit 14 The Wig (I)

Unit 15 Dogs (I)

Unit 16 Rats (I)

Unit 17 Hugs (I)

Unit 18 The Sun (I)

Unit 19 The Bag (I)

Unit 20 The Fox (I)




Silent E Recognition and Picture-Word Match (Review) Increase automaticity with previously acquired skills .

RF.1.3b RF.1.3c

Phonics

Silent E ConstructionApply Silent e pattern to words with long vowel sounds .

Units: 12

L.1.2e

Phonics

Long Vowel TeamsDemonstrate letter-sound knowledge for long vowel team patterns .

Units: 10

RF.1.3c

Phonics

Two Syllable WordsIdentify open, closed, and Silent e syllables; combine syllables to construct and read two syllable words .

Units: 14

RF.1.3e

Vocabulary

Multiple Meaning Words 1Demonstrate understanding that words can have multiple meanings .

Units: 8

L.1.4a

Comprehension

Sentence Comprehension 2Read and comprehend grade-appropriate, short narrative and informational text and answer detail questions .

Units: 12

RF.1.4a


Level 8 (Mid–End Grade 1 Skills)

The South Pole

PHONICS



TaskThe student must spell the named word by choosing a vowel sound and then determining if the word needs a Silent e.


Silent E ConstructionThe goal of this activity is for students to apply the Silent e pattern to words with long vowel sounds . Students construct both CVC/CVCe and CCVC/CCVCe words by choosing the vowel and Silent e, if needed .

Unit 1 Short and long a, i

Unit 2 Short and long a, i, o

Unit 3 Short and long i, o, u

Unit 4 Short and long a, e, o

Unit 5 Short and long e, i, o, u

Unit 6 Short and long a, e, i, o, u

★ Unit 7 Short and long a, i

Unit 8 Short and long a, i, o

Unit 9 Short and long i, o

Unit 10 Short and long a, e, o

Unit 11 Short and long e, i, o

Unit 12 Short and long a, e, i, o




Long Vowel TeamsThe goal of this activity is for students to demonstrate letter-sound knowledge for long vowel teams patterns . Students recognize and construct words with long vowel team patterns in isolation and in sentences .

PHONICS

Unit 1 ay, oe, ee, ie (Single Word Construction)

Unit 2 ay, oe, ee, ie (Auditory Recognition)

Unit 3 ay, oe, ee, ie (Sentence Completion)

Unit 4 ea/ee, oa, ai (Single Word Construction)

Unit 5 ea/ee, oa, ai (Auditory Recognition)

Unit 6 ea/ee, oa, ai (Sentence Completion)

★ Unit 7 all vowel teams (Single Word Construction)

Unit 8 all vowel teams (Auditory Recognition)

Unit 9 all vowel teams (Sentence Completion)

Unit 10 all vowel teams (Sentence Completion)

Single Word Construction TaskAn incomplete word is displayed and named. The student selects the vowel team that completes the word from three or four vowel teams.

Auditory Recognition TaskSix words display. The student hears a word and selects it.

Sentence Completion TaskA sentence displays above three vowel teams. The student selects the vowel team to complete the sentence.




Two Syllable WordsThe goal of this activity is for students to identify open, closed, and Silent e syllables and to combine syllables to form two syllable words . Students sort single syllables by type, construct dictated two syllable words and complete two syllable words in sentences .

PHONICS

Unit 1 open and closed syllables (Visual Sort)

Unit 2 compound words (Single Word Construction)

Unit 3 compound words (Sentence Completion)

Unit 4 closed-closed (e.g., napkin) (Single Word Construction)

Unit 5 closed-closed (Sentence Completion)

Unit 6 closed and Silent e compound words (e.g., sunshine) (Visual Sort)

Unit 7 closed and Silent e compound words (Single Word Construction)

Unit 8 closed and Silent e compound words (Sentence Completion)

★ Unit 9 closed and Silent e syllable words (e.g., reptile) (Single Word Construction)

Unit 10 closed and Silent e syllable words (Sentence Completion)

Unit 11 double letters (e.g., rabbit) (Single Word Construction)

Unit 12 double letters (Sentence Completion)

Unit 13 mixed syllables (Single Word Construction)

Unit 14 mixed syllables (Sentence Completion)

Visual Sort TaskThe student sorts word parts into two or three boxes based on syllable type.

Single Word Construction TaskEight word parts display above two boxes. A word is named and the student must drag the word parts into the boxes to spell the word.

Sentence Completion TaskThe student reads a sentence with a blank and selects one of three choices to complete the word with the blank.



TaskSix pictures display above three words that have multiple meanings. The student sorts the pictures into the appropriate boxes.

Unit 1 bat, pen, kid

Unit 2 lap, top, fan

Unit 3 cast, bug, tip

Unit 4 cap, rock, leg

★ Unit 5 ship, date, clip

Unit 6 shed, trip, snap

Unit 7 note, safe, wave

Unit 8 trunk, stick, shake


Multiple Meaning Words 1The goal of this activity is for students to build vocabulary while developing an understanding that words can have multiple meanings . Students read regular, single-syllable words and choose the pictures that illustrate two different meanings of these words .

VOCABULARY

COMPREHENSION


TaskThree incomplete sentences display below five words. The student chooses the word that belongs in each blank. Then, the student answers three questions about the sentences.


Sentence Comprehension 2The goal of this activity is for students to read and comprehend short narrative and informational texts and answer detail questions . Students choose the missing CCVC/CVCC word to complete sentences and select the answers to multiple-choice questions about each passage .

Unit 1 Fred Goes Swimming (N)

Unit 2 Frogs (I)

Unit 3 Kim’s Flip Flops (N)

Unit 4 Trips on a Ship (I)

Unit 5 Sam Goes to Camp (N)

Unit 6 The Fast Ride (I)

★ Unit 7 Skip and His Dog Spot (N)

Unit 8 Plugs (I)

Unit 9 Brad in the Crib (N)

Unit 10 Plums (I)

Unit 11 Fran’s Big Test (N)

Unit 12 A Run on a Track (I)






Long Vowel Teams and Syllable Types (Review) Increase automaticity with previously acquired skills .

RF.1.3cRF.1.3d

Phonics

Vowel CombinationsDemonstrate letter-sound knowledge for complex vowel combinations .

Units: 20

RF.1.3b

Phonics

R-Controlled VowelsDemonstrate letter-sound knowledge for r-controlled vowels .

Units: 13

RF.1.3b

Fluency


Units: 19

RF.1.3g

Vocabulary

Categorizing Words 2Demonstrate understanding of word relationships by discovering categories and determining associations .

Units: 18

L.1.5a

Comprehension

Sequencing SentencesSequence sentences within a narrative or informational text and demonstrate comprehension by answering detail and mainly about or main idea questions .

Units: 12

RF.1.4a

Level 9 (End Grade 1 Skills)


The Egyptian Desert




Vowel CombinationsThe goal of this activity is for students to build their letter-sound knowledge for complex vowel combinations . Students recognize and construct words with complex vowel combinations in isolation and in sentences .

PHONICS

Unit 1 oo, oe/oa, ea/ee, ai/ay, ie (Word Construction)

Unit 2 ay, oe, ee, ie (Auditory Recognition)

Unit 3 oo, oa, ee/ea, ai (Sentence Completion)

Unit 4 ow, oo, ea/ee, ai/ay (Word Construction)

Unit 5 ow, oo, ea/ee, oa, ai (Auditory Recognition)

Unit 6 ow, oo, oa, ai (Sentence Completion)

Unit 7 oo, ow, oy/oi (Word Construction)

Unit 8 oo, ow, oy/oi (Auditory Recognition)

Unit 9 oo, ow, oy/oi (Sentence Completion)

★ Unit 10 ou, igh, ea as /e/ (Word Construction)

Unit 11 ou, igh, ea as /e/ (Auditory Recognition)

Unit 12 ou, igh, ea as /e/ (Sentence Completion)

Unit 13 ie, ue, eigh (Word Construction)

Unit 14 ie, ue, eigh (Auditory Recognition)

Unit 15 ie, ue, eigh (Sentence Completion)

Unit 16 ew, aw, au, ow (Word Construction)

Unit 17 ew, aw, au, ow (Auditory Recognition)

Unit 18 ew, aw, ow (Sentence Completion)

Unit 19 Review (Sentence Completion)


Word Construction TaskAn incomplete word displays above three vowel combinations. The student selects the vowel combination that completes the word.


Sentence Completion TaskA sentence with an incomplete word displays above three vowel combinations. The student selects the vowel combination that completes the word.




R-Controlled VowelsThe goal of this activity is for students to build their letter-sound knowledge for r-controlled vowels . Students recognize and construct words with r-controlled vowels in isolation and in sentences .

Unit 1 ar, or (Word Construction)

Unit 2 ar, or (Auditory Recognition)

Unit 3 er, ir, ur (Word Construction)

Unit 4 er, ir, ur (Auditory Recognition)

Unit 5 ar, or, er, ir, ur (Word Construction)

Unit 6 ar, or, er, ir, ur (Auditory Recognition)

Unit 7 ar, or, er, ir, ur (Sentence Completion)

★ Unit 8 ar, or, er, ir, ur (Word Construction)



Unit 11 ar, or, er, ir, ur (Word Construction)



Word Construction TaskAn incomplete word displays above two or three vowel-r pairs. The student selects the vowel-r pair that completes the word.


Sentence Completion TaskA sentence with an incomplete word displays above three vowel-r pairs. The student selects the vowel-r pair that completes the word.

PHONICS










Unit 1 does, says, your, why, many (Recognition)

Unit 2 does, says, your, why, many (Construction)

Unit 3 does, says, your, why, many (Phrases)

Unit 4 does, says, your, why, many (Automaticity)

Unit 5 goes, very, been, always, first (Recognition)

Unit 6 goes, very, been, always, first (Construction)

Unit 7 goes, very, been, always, first (Phrases)

Unit 8 goes, very, been, always, first (Automaticity)


★ Unit 10 other, buy, would, before, which (Recognition)

Unit 11 other, buy, would, before, which (Construction)

Unit 12 other, buy, would, before, which (Phrases)

Unit 13 other, buy, would, before, which (Automaticity)

Unit 14 because, friend, write, walk, orange (Recognition)

Unit 15 because, friend, write, walk, orange (Construction)

Unit 16 because, friend, write, walk, orange (Phrases)

Unit 17 because, friend, write, walk, orange (Automaticity)






Categorizing Words 2The goal of this activity is for students to explore word relationships (categorization and association) for common decodable and high-frequency sight words . Decoding skills are reinforced as students read decodable and high-frequency words and sort words into categories and identify associated words .

VOCABULARY

Categorizing TaskSix words display. The student categorizes each word into one of two categories.

Associations TaskFour word choices display below a target word. The student selects the word that best goes with the target word while considering the named category.

Unit 1 color/music (Categorizing)

Unit 2 toys/body parts (Categorizing)

Unit 3 outside/food (Categorizing)

Unit 4 music/body parts (Categorizing)

Unit 5 outside/color (Categorizing)

Unit 6 food/toys (Categorizing)

Unit 7 object to characteristic (Associations)

Unit 8 object to action (Associations)

Unit 9 whole to part (Associations)

★ Unit 10 living things/home (Categorizing)

Unit 11 school/beach (Categorizing)

Unit 12 clothes/travel (Categorizing)

Unit 13 travel/beach (Categorizing)

Unit 14 home/living things (Categorizing)

Unit 15 clothes/school (Categorizing)

Unit 16 object to characteristic (Associations)

Unit 17 object to action (Associations)

Unit 18 whole to part (Associations)

COMPREHENSION



Sequencing SentencesThe goal of this activity is for students to sequence sentences within a narrative or informational text and to demonstrate comprehension by answering detail and mainly about or main idea questions . Students sequence 3-5 sentences and select the answers to multiple-choice questions .

Unit 1 Sled (I)

Unit 2 Stan and the Slug (N)

Unit 3 Crabs (I)

Unit 4 Glen and Rex (N)

Unit 5 Fran’s New Vest (N)

Unit 6 Brad Plays Ball (N)

★ Unit 7 Set Up a Tent (I)

Unit 8 Kim and Ann (N)

Unit 9 Skip and the Truck (N)

Unit 10 Get Strong (I)

Unit 11 Fish (I)

Unit 12 Get Logs (I)

TaskThree to five sentences display. The student drags the sentences into the correct order to tell a story. Then, three questions display (one at a time). The questions focus on what the story was mainly about as well as a simple recall of facts. The student reads the question and selects from three choices. The text is not available for the student to reference.






Vowel Combinations and Sight Words (Review) Increase automaticity with previously acquired skills .

RF.2.3b RF.2.3f

Phonics

Advanced Word ChainsManipulate phonemes in words to make new words .

Units: 14

L.2.2d

Phonics

Multi-Syllable WordsIdentify the six syllable types and combine syllables to construct and read multi-syllable words .

Units: 19

RF.2.3c

Structural Analysis

Simple SuffixesDemonstrate knowledge of common suffixes and increase awareness of the morphological structure of words .

Units: 15

RF.2.3d

Fluency


Units: 19

RF.2.3f

Comprehension

Building SentencesSequence words within sentences to create a narrative or informational text and demonstrate comprehension by answering detail and mainly about or main idea questions .

Units: 12

RF.2.4a



An English Garden

PHONICS



TaskThe student changes one word into another word by substituting, adding, or deleting one letter or sound at a time from four letter choices and a delete option.

Unit 1 Switch CVC and digraphs

Unit 2 Switch CVC and digraphs

Unit 3 Switch CVCe

Unit 4 Switch, add, and delete CVC and CVCC (-ck)

Unit 5 Switch, add, and delete CVC and CVCC (-ng)

Unit 6 Switch, add, and delete CVC, CVCC/CCVC (digraphs)

Unit 7 Switch, add, and delete CVC and CVCC/CCVC

★ Unit 8 Switch, add, and delete CVC and CVCC/CCVC



Unit 11 Switch, add, and delete CVC, CVCC/CCVC, CCVCC

Unit 12 Switch, add, and delete CVC, CVCe, CVCC/CCVC (nonsense words)




Advanced Word ChainsThe goal of this activity is for students to manipulate phonemes in words to make new words . Students substitute, add or delete one letter in CVC, CCVC/CVCC, or CVCe words to make a new word or nonsense word .

COMPREHENSION



Multi-Syllable WordsThe goal of this activity is for students to identify the six syllable types and combine syllables to construct and read multi-syllable words . Students sort open, closed, Silent e, vowel-r, vowel combination and consonant-le syllables by type, construct dictated multi-syllable words, and complete multi-syllable words in sentences .


PHONICS

Visual Sort TaskTen syllables display. The student sorts the syllables into two or three boxes based on the syllable type.

Single Word Construction TaskThe student hears a two syllable word and selects from eight syllable choices to construct the word.

Sentence Construction TaskThe student reads a sentence with one incomplete word. The student selects from six choices to complete the word.

Unit 1 open, closed (Visual Sort)

Unit 2 open, closed (Single Word Construction)

Unit 3 compound words (Sentence Construction)

Unit 4 open, closed, Silent e (Visual Sort)

Unit 5 open, closed, Silent e (Single Word Construction)

Unit 6 open, closed, Silent e (Sentence Construction)

Unit 7 open, closed, vowel-r (Visual Sort)

Unit 8 open, closed, vowel-r (Single Word Construction)

Unit 9 open, closed, vowel-r (Sentence Construction)

★ Unit 10 open, closed, vowel combo (Visual Sort)

Unit 11 open, closed, vowel combo (Single Word Construction)

Unit 12 open, closed, vowel combo (Sentence Construction)

Unit 13 open, closed, consonant-le (Visual Sort)

Unit 14 open, closed, consonant-le (Single Word Construction)

Unit 15 open, closed, consonant-le (Sentence Construction)

Unit 16 Review (Visual Sort)

Unit 17 Review (Visual Sort)

Unit 18 Review (Sentence Construction)

Unit 19 Review (Sentence Construction)




Simple Suffixes The goal of this activity is for students to build their knowledge of common suffixes and to increase their awareness of the morphological structure of words . Students sort dictated and written words containing suffixes and construct words with suffixes in sentences .

STRUCTURAL ANALYSIS

Visual Sort TaskSix words display. The student sorts the words into three boxes based on the endings.

Auditory Recognition Task Three or four boxes display. The student hears a word and selects the box where the suffix belongs.

Sentence Completion TaskThe student reads a sentence with one incomplete word. The student selects from three choices to complete the sentence.

Unit 1 s, ing, ed (Visual Sort)

Unit 2 s, ing, ed (Auditory Recognition)

Unit 3 er, est, y (Visual Sort)

Unit 4 er, est, y (Auditory Recognition)

Unit 5 Review Units 1-4 (Sentence Completion)

Unit 6 es, ful, less, ly (Visual Sort)

Unit 7 es, ful, less, ly (Auditory Recognition)


★ Unit 9 ment, ness, ish, en (Visual Sort)

Unit 10 ment, ness, ish, en (Auditory Recognition)

Unit 11 y, ly, es, s (Visual Sort)

Unit 12 y, ly, es, s (Auditory Recognition)


Unit 14 Review All (Sentence Completion)

Unit 15 Three Sounds of -ed: /t/, /d/, /ed/ (Auditory Recognition)




Sight Words 5The goal of this activity is for students to automatically recognize regular and irregular high-frequency sight words . Students identify and construct dictated sight words in isolation, complete dictated phrases with sight words and quickly identify dictated sight words .


Recognition TaskThe student hears a word and then highlights the word in a puzzle.


Phrases/Sentences TaskA picture and a phrase or sentence display. The student reads the phrase or sentence and then selects the sight word that completes it from three choices.


Unit 1 full, try, own, done, laugh (Recognition)

Unit 2 full, try, own, done, laugh (Construction)

Unit 3 full, try, own, done, laugh (Phrases)

Unit 4 full, try, own, done, laugh (Automaticity)

Unit 5 light, hurt, grow, seven, want (Recognition)

Unit 6 light, hurt, grow, seven, want (Construction)

Unit 7 light, hurt, grow, seven, want (Phrases)

Unit 8 light, hurt, grow, seven, want (Automaticity)


★ Unit 10 people, only, watch, eight, warm (Recognition)

Unit 11 people, only, watch, eight, warm (Construction)

Unit 12 people, only, watch, eight, warm (Phrases)

Unit 13 people, only, watch, eight, warm (Automaticity)

Unit 14 today, purple, about, water, their (Recognition)

Unit 15 today, purple, about, water, their (Construction)

Unit 16 today, purple, about, water, their (Phrases)

Unit 17 today, purple, about, water, their (Automaticity)



COMPREHENSION



Building SentencesThe goal of this activity is for students to build an awareness of sentence structure as they sequence words within sentences to create a narrative or informational text . Additionally, students demonstrate comprehension of the completed story by answering detail and mainly about or main idea questions .

Unit 1 A Boy in a Pool (N)

Unit 2 A Band Plays a Song (N)

Unit 3 At the Pump (I)

Unit 4 A Leaky Bath (N)

Unit 5 Cats Have Fur (I)

Unit 6 The Sun Can Burn (I)

★ Unit 7 A Boy in the Mud (N)

Unit 8 The Sailboat (I)

Unit 9 Corn from the Farm (I)

Unit 10 A Boy and His Bike (N)

Unit 11 A Team and Their Coach (N)

Unit 12 Washing the Car (I)

TaskThree or more words display. The student drags the words into the correct order to make a sentence. Then, three questions display (one at a time). The questions focus on what the story was mainly about as well as a simple recall of facts. The student reads the question and selects from three choices. The text is not available for the student to reference.






Syllable Types and Sight Words (Review) Increase automaticity with previously acquired skills .

RF.2.3c RF.2.3f

Phonics

Hard and Soft C & GDemonstrate knowledge of spelling patterns that correspond to hard and soft c and g .

Units: 17

RF.2.3e

Phonics

Syllable DivisionDemonstrate knowledge of rules for dividing multi-syllable words .

Units: 20

RF.2.3c

Phonics

Spelling Rules 1Demonstrate knowledge of common spelling generalizations applied to single syllable words .

Units: 17

L.2.2d

Vocabulary

Synonyms & AntonymsDemonstrate understanding of word relationships involving synonyms and antonyms .

Units: 8

L.2.5a

Comprehension

Sentence StructureDemonstrate understanding of sentence structure to aid comprehension .

Units: 10

RF.2.4a


Level 11 (Mid Grade 2 Skills)

The Swiss Alps




Hard and Soft C & GThe goal of this activity is for students to demonstrate knowledge of spelling patterns that correspond to the hard and soft ‘c’ and ‘g’ . Students identify and sort written and dictated words with the hard and soft ‘c’ and ‘g’ in isolation and in sentences .

Auditory Discrimination TaskThe student hears a word and then sorts the word based on the hard or soft sound.

Visual Sort TaskTwo boxes display under ten words. The student sorts words into the boxes based on the hard or soft sound.

Word Recognition TaskSix words display, and the student selects the word that they hear.

Unit 1 initial c, one syllable words (Auditory Discrimination)

Unit 2 initial c, one syllable words (Visual Sort)

Unit 3 initial c, one syllable words (Auditory Discrimination)

Unit 4 initial c, one syllable words (Visual Sort)

Unit 5 initial c, two syllable words (Auditory Discrimination)

Unit 6 initial c, two syllable words (Visual Sort)

Unit 7 medial c, two syllable words (Auditory Discrimination)

Unit 8 medial c, two syllable words (Visual Sort)

Unit 9 initial/final c, one syllable words (Word Recognition)

★ Unit 10 initial g, one syllable words (Auditory Discrimination)

Unit 11 initial g, one syllable words (Visual Sort)

Unit 12 initial g, one syllable words (Auditory Discrimination)

Unit 13 initial g, one syllable words (Visual Sort)

Unit 14 initial g, two syllable words (Auditory Discrimination)

Unit 15 initial g, two syllable words (Visual Sort)

Unit 16 medial g, two syllable words (Auditory Discrimination)

Unit 17 medial g, two syllable words (Visual Sort)

PHONICS




Syllable DivisionThe goal of this activity is for students to learn and apply rules for dividing multi-syllable words . Students apply vc/cv, vc/v, v/cv syllable division rules to divide two and three syllable words .

PHONICS

Unit 1 vc/cv with double consonants (Vowel Identification)

Unit 2 vc/cv with double consonants (Syllable Division)

Unit 3 vc/cv with closed/Silent e (Vowel Identification)

Unit 4 vc/cv with closed/Silent e (Syllable Division)

Unit 5 vc/cv vowel combo/vowel-r (Vowel Identification)

Unit 6 vc/cv vowel combo/vowel-r (Syllable Division)

Unit 7 vc/cv with double consonants/consonant-le (Vowel Identification)

Unit 8 vc/cv with double consonants/consonant-le (Syllable Division)

Unit 9 three syllable words (Vowel Identification)

Unit 10 three syllable words (Syllable Division)

★ Unit 11 v/cv flex rule (Vowel Identification)

Unit 12 v/cv flex rule (Syllable Division)

Unit 13 v/cv flex rule (Vowel Identification)

Unit 14 v/cv flex rule (Syllable Division)

Unit 15 vc/v flex rule (Vowel Identification)

Unit 16 vc/v flex rule (Syllable Division)

Unit 17 mixed flex rule (Syllable Division)

Unit 18 three syllable flex rule (Vowel Identification)

Unit 19 three syllable flex rule (Syllable Division)

Unit 20 three syllable flex rule (Syllable Division)

Vowel Identification TaskThe student sees a word and identifies the vowels.

Syllable Division TaskThe student sees a word and divides it into syllables.




Spelling Rules 1The goal of this activity is for students to learn and apply common spelling generalizations for single-syllable words . Students apply the -ff, -ll, -ss, -zz, -tch, -dge, and -ck spelling generalization to spell dictated words in isolation and in sentences .

PHONICS

Unit 1 ss (e.g., boss) (Spelling Dictated Words)

Unit 2 ll (e.g., will) (Spelling Dictated Words)

Unit 3 ff (e.g., cliff) (Spelling Dictated Words)

Unit 4 zz (e.g., buzz) (Spelling Dictated Words)

Unit 5 ff, ll, ss, zz (Spelling Dictated Words)

Unit 6 ff, ss (Spelling Dictated Words)

Unit 7 ll, zz (Spelling Dictated Words)

Unit 8 ff, ll, ss, zz (Sentence Completion)

Unit 9 ff, ll, ss, zz (Sentence Completion)

★ Unit 10 ck (e.g., duck) (Spelling Dictated Words)

Unit 11 tch (e.g., ditch) (Spelling Dictated Words)

Unit 12 dge (e.g., lodge) (Spelling Dictated Words)

Unit 13 ck, tch, dge (Spelling Dictated Words)



Unit 16 ck, tch, dge (Sentence Completion)

Unit 17 ck, tch, dge (Sentence Completion)

Spelling Dictated Words TaskA word is dictated, and the student types to spell the word.

Sentence Completion TaskA sentence displays with one word missing. The student hears the sentence and then types to spell the missing word.



TaskThe student sees a picture and hears the name of the picture. Three words display, and the student selects the word that is the synonym or the antonym for the named picture.

Unit 1 Synonyms for common objects (bucket/pail, sofa/couch, gift/present, boat/ship, street/road, lady/woman, dad/father, drink/beverage, picture/photo, home/house, windy/breezy, field/meadow, sick/ill)

Unit 2 Synonyms for nouns and adjectives (little/small, kid/child, correct/right, scared/frightened, man/male, story/tale, coat/jacket, light/lamp, fearless/brave, plane/jet, cute/adorable, loud/noisy, closed/shut)

Unit 3 Synonyms for adjectives (quick/rapid, mean/cruel, huge/enormous, sleepy/drowsy, tiny/miniature, polite/courteous, rich/wealthy, drenched/soaked, irritated/annoyed, healthy/nutritious, dangerous/risky, lazy/sluggish, intelligent/smart)

Unit 4 Synonyms for adjectives and verbs (fix/mend, talk/speak, search/seek, pull/tug, start/begin, grab/snatch, cry/sob, run/dash, smooth/flat, fly/soar, scream/yell, wash/clean, bite/chomp)

★ Unit 5 Antonyms for common objects (last/first, woman/man, exit/entrance, ceiling/floor, night/day, sunrise/sunset, top/bottom, sister/brother, different/same, winter/summer, win/lose, balanced/shaky, inside/outside)

Unit 6 Antonyms for nouns and adjectives (girl/boy, light/heavy, smooth/rough, hot/cold, dry/wet, rainy/sunny, happy/sad, new/old, freeze/melt, queen/king, rich/poor, strong/weak, laugh/cry)

Unit 7 Antonyms for adjectives (sharp/dull, wide/narrow, bored/interested, serious/funny, curly/straight, lazy/hardworking, float/sink, lower/raise, kind/cruel, cool/warm, full/empty, hero/coward, soft/hard)

Unit 8 Antonyms for adjectives and verbs (throw/catch, give/take, forget/remember, yell/whisper, create/destroy, awake/asleep, simple/fancy, used/new, limp/stiff, calm/nervous, sick/healthy, together/apart, enemy/friend)


Synonyms & AntonymsThe goal of this activity is for students to develop their understanding of word relationships involving synonyms and antonyms . Students choose synonyms and antonyms for named pictures as they build their vocabulary skills .

VOCABULARY



TaskThe student sees a sentence chunked into words or phrases. The student selects the who, what, where, when, how or why of the sentence.

Unit 1 Identifying Subject and Predicate Phrases

Unit 2 Identifying Subject and Predicate Phrases

Unit 3 Identifying Subject, Predicate, and Interrogative Pronoun (where)

Unit 4 Identifying Subject, Predicate, and Interrogative Pronouns (where, how)

Unit 5 Identifying Subject, Predicate, and Interrogative Pronouns (where, how, when)

★ Unit 6 Identifying Subject, Predicate, and Interrogative Pronouns (where, how, when)

Unit 7 Identifying Subject, Predicate, and Interrogative Pronouns (where, how, when, why)





Sentence StructureThe goal of this activity is for students to build their awareness of sentence structure to aid in text comprehension . Students choose the part of a sentence that answers a who, what, where, when, why, or how question .

COMPREHENSION





Spelling Rules and Hard and Soft C & G (Review) Increase automaticity with previously acquired skills .

L.2.2d RF.2.3e

Phonics

Irregular Plurals & VerbsDemonstrate knowledge of common irregular plural nouns and common irregular past tense verbs .

Units: 17

L.2.1b L.2.1d

Structural Analysis

Latin PrefixesDemonstrate knowledge of common prefixes and increase awareness of the morphological structure of words .

Units: 10

RF.2.3d

Fluency

Passage Fluency 1Read on-level text accurately and fluently to support comprehension .

Units: 20 Lexile® Range: 300–450

RF.2.4c

Vocabulary

Similes & MetaphorsDemonstrate an understanding of similes and metaphors .

Units: 8

L.2.6

Comprehension

Passage Comprehension 1Read and comprehend grade-appropriate narrative and informational text by answering questions focused on higher order thinking skills .


RF.2.4a


A Russian Circus




Irregular Plurals & VerbsThe goal of this activity is for students to build their knowledge of common irregular plural nouns and common irregular past tense verbs . Students identify the irregular form of presented words and complete sentences using these irregular forms .

Unit 1 irregular plural nouns (Identifying)



Unit 4 irregular plural nouns (Sentence Completion)

Unit 5 irregular plural nouns (Sentence Completion)

Unit 6 irregular past tense verbs (Identifying)


Unit 8 irregular past tense verbs (Sentence Completion)

★ Unit 9 irregular past tense verbs (Identifying)









Identifying TaskThe regular (singular or present) form of a noun or verb displays above four choices for the irregular (plural or past) form. The student selects the correct irregular form.

Sentence Completion TaskTwo sentences display. The first sentence uses the regular (singular or present) form of the word, and the second sentence is missing the irregular (plural or past) form of the word. Three choices display. The student drags the correct irregular into the sentence blank.

PHONICS




Latin PrefixesThe goal of this activity is for students to develop their knowledge of common prefixes and to increase their awareness of the morphological structure of words . Students sort dictated and written words containing prefixes and construct words with prefixes in sentences .

Visual Sort TaskSix words display. The student sorts the words into three boxes based on the prefix.

Auditory Recognition Task Three or four boxes display. The student hears a word and selects the box where the word belongs.

Sentence Completion TaskThe student reads a sentence with one incomplete word. The student selects from three choices to complete the sentence.

Unit 1 ex, de, re (Visual Sort)

Unit 2 ex, de, re (Auditory Recognition)

Unit 3 un, non, in, con (Visual Sort)

Unit 4 un, non, in, con (Auditory Recognition)


★ Unit 6 dis, mis, pre, pro (Visual Sort)

Unit 7 dis, mis, pre, pro (Auditory Recognition)

Unit 8 sub, ob, ad, ab (Visual Sort)

Unit 9 sub, ob, ad, ab (Visual Sort)


STRUCTURAL ANALYSIS



Passage Fluency 1The goal of this activity is for students to read on-level text accurately and fluently to support comprehension . Students silently read passages and fill in missing words in cloze passages during a timed task .

Lexile® Range: 300–450

TaskThe student reads a passage that displays in two parts with ten total missing words. For each part, the student selects five missing words in one minute. The student’s accuracy and rate in the task are measured.

For the complete text of fluency passages, refer to the www.myLexia.com Resources tab > Resource Materials.

Unit 1 Cat and Mouse Dream (N)

Unit 2 Swimming at the Lake (N)

Unit 3 Zane’s New Sled (N)

Unit 4 The Frogs’ New Home (N)

Unit 5 Sam Bakes a Cake (N)

Unit 6 Kay and Dad at the Beach (N)

Unit 7 Cat Plays Chase (N)

Unit 8 Fox and Crow (N)

Unit 9 Pet Tricks (N)

Unit 10 Life on Gray Street (N)

★ Unit 11 Eve Makes a Mask (N)

Unit 12 Roy’s Big Race (N)

Unit 13 Frog and His Boat (N)

Unit 14 Mixed Up Liz (N)

Unit 15 Russ and Ben Go Camping (N)

Unit 16 Mac Makes a Mess (N)

Unit 17 Liz Meets a Friend (N)

Unit 18 A Card for Chang (N)

Unit 19 A Trip to the Farm (N)

Unit 20 Friends at the Park (N)







Similes & MetaphorsThe goal of this activity is to expose students to the figurative language concepts of simile and metaphor . Students use sentence-level clues and choose phrases to complete similes . Students also deduce the meaning of metaphors through sentence-level context clues and choose sentences to explain the meaning of metaphors .

VOCABULARY

Completing Similes TaskThe student selects from three choices to complete the simile.

Unit 1 like a fish, as flat as a pancake, as fast as lightning, as light as a feather, like a flowing river, as quiet as a mouse, as red as a cherry

Unit 2 as hungry as a bear, like an eagle, as loud as thunder, as busy as bees, like a tornado had hit it, as black as the night, as heavy as a hippo

Unit 3 as sweet as honey, like a hawk, as smooth as glass, as gentle as a lamb, as green as a frog, like diamonds, as heavy as a hippo

Unit 4 as old as dirt, as strong as an ox, as bright as a shining star, as clever as a fox, as shy as a rabbit, as slow as a snail

Meaning of Metaphors TaskThe student selects the meaning of the metaphor from three choices.

★ Unit 5 Metaphors (e.g., “The weather turned the yard into a swamp.”)

Unit 6 Metaphors (e.g., “The man’s fingers were sticks of butter.”)

Unit 7 Metaphors (e.g., “The kitchen was a pigsty.”)

Unit 8 Metaphors (e.g., “It was a ghost town after all the stores closed.”)



Passage Comprehension 1The goal of this activity is for students to read and comprehend grade-appropriate narrative and informational text by answering questions focused on higher order thinking skills . Students read text and answer multiple-choice questions involving main idea, details, vocabulary, inferences, cause/effect, compare/contrast, fact/opinion, and author’s perspective .


COMPREHENSION

TaskThe student reads a passage silently. The student answers four questions (one at a time) about the passage, with three choices for each question. The text is available for the student to reference in the Guided Practice and Instruction Steps.

If a student makes an error, the student receives explicit instruction on the type of question or higher order thinking skill. The student can then reread the passage and answer all of the questions again.

For the text of comprehension passages, refer to the www.myLexia.com Resources tab > Resource Materials.

Unit 1 Mixed Up Bear (N)

Unit 2 A Trip to the Beach (N)

Unit 3 The Helpful Cat (N)

Unit 4 The Bike Ride (N)

Unit 5 The Fox and the Crow (N)

Unit 6 The Girl and the Bird (N)

Unit 7 Mystery at the Dog Shelter (N)

Unit 8 Hide and Seek (N)

Unit 9 Liberty in New York Harbor (I)

Unit 10 A Dog’s Mistake (N)

★ Unit 11 A Day at the Park (N)

Unit 12 The Crab and the Fox (N)

Unit 13 The House on Pine Road (N)

Unit 14 Becoming a Frog (I)

Unit 15 A Very Unusual Family (N)

Unit 16 Team Work (N)

Unit 17 What Do You Mean? (I)

Unit 18 You Are a Hero, Jessica Watson! (I)

Unit 19 The Camping Trip (N)

Unit 20 Pip Learns to Fly (N)







Irregular Plurals and Suffixes (Review) Increase automaticity with previously acquired skills .

L.3.1b RF.3.3b

Structural Analysis

Spelling Rules 2Demonstrate knowledge of common spelling rules used when adding suffixes to base words .

Units: 13

L.3.2e

Structural Analysis

Latin SuffixesDemonstrate knowledge of Latin-based suffixes and increase awareness of the morphological structure of words .

Units: 14

RF.3.3b

Fluency



RF.3.4c

Vocabulary

Idioms 1Demonstrate an understanding of idioms and deduce the meaning through sentence-level context clues .

Units: 10

L.3.5a

Comprehension



RF.3.4a


The Indian Rainforest




Spelling Rules 2The goal of this activity is for students to build their knowledge of common spelling rules used when adding suffixes to base words . Students apply the doubling rule and drop-e rule to spell dictated words with and without visual support .

STRUCTURAL ANALYSIS

Unit 1 doubling rule (Constructing Words)


Unit 3 doubling rule (Spelling Dictated Words)





★ Unit 8 drop e rule (Constructing Words)

Unit 9 drop e rule (Spelling Dictated Words)

Unit 10 drop e rule (Constructing Words)

Unit 11 drop e rule (Spelling Dictated Words)

Unit 12 doubling and drop e rule (Spelling Dictated Words)

Unit 13 doubling and drop e rule (Spelling Dictated Words)

Constructing Words TaskThe student hears a word and sees the base and the suffix of the word. The student types the word and applies the spelling rule.

Spelling Dictated Words TaskA word is dictated. The student types the word and applies the spelling rule.




Latin SuffixesThe goal of this activity is for students to develop their knowledge of Latin-based suffixes and to increase their awareness of the morphological structure of words . Students sort dictated and written words containing suffixes and construct words with suffixes in sentences .

STRUCTURAL ANALYSIS

Visual Sort TaskSix words display. The student sorts the words into three boxes based on the suffix.

Auditory Recognition Task Three boxes display. The student hears a word and selects the box where the suffix belongs.

Sentence Completion TaskThe student reads a sentence with a blank. The student selects from three choices to complete the sentence.

Unit 1 able, tion, ous (Visual Sort)

Unit 2 able, tion, ous (Auditory Recognition)

Unit 3 ture, al, ive (Visual Sort)

Unit 4 ture, al, ive (Auditory Recognition)


Unit 6 ty, ize, age (Visual Sort)

Unit 7 ty, ize, age(Auditory Recognition)


★ Unit 9 ent, ance, sion (Visual Sort)

Unit 10 ent, ance, sion (Auditory Recognition)


Unit 12 ence, ant, ible (Visual Sort)

Unit 13 ence, ant, ible (Auditory Recognition)








Unit 1 Jaden and the Bird Nest (N)

Unit 2 Mike’s Big Move (N)

Unit 3 A Guessing Game (N)

Unit 4 Making Craft Projects (I)

Unit 5 The Rules of Tennis (I)

Unit 6 All About Glass Snakes (I)

Unit 7 Your Teeth (I)

Unit 8 Marta and Sam Play in the Snow (N)

Unit 9 Keesha Gets the Flu (N)

Unit 10 A Clumsy Friend (N)

★ Unit 11 The Best Birthday Gift (N)

Unit 12 New Year’s Eve (N)

Unit 13 Turtle’s Travels (N)

Unit 14 Mammals that Fly (I)

Unit 15 A Budgie: The Perfect Pet (I)

Unit 16 Lighthouse Facts (I)

Unit 17 Carmen Tries to Take a Nap (N)

Unit 18 Wild Animal Advice (I)

Unit 19 Yoko’s Lost Phone (N)

Unit 20 Cave Paintings (I)







Idioms 1The goal of this activity is for students to demonstrate an understanding of idioms and learn to deduce the meaning of these expressions through sentence-level context clues . Students choose sentences that explain the meaning of an idiom or complete sentences by choosing an idiom .

VOCABULARY

Unit 1 cold feet, tied up, spill the beans, catch Zs, down in the dumps (Idioms Meanings)

Unit 2 wrong side of bed, have a ball, in hot water, off the hook, under the weather (Idioms Meanings)

Unit 3 saved by the bell, on thin ice, down to earth, chicken out, break a leg (Idioms Meanings)

Unit 4 hit the sack, top of the world, pull your leg, pins and needles, all in same boat (Idioms Meanings)

Unit 5 Review Units 1-4 (Review)

★ Unit 6 hold your horses, cloud nine, in a pickle, have a heart of gold, to be fishy (Idioms Meanings)

Unit 7 stay on your toes, caught red-handed, stick out like a sore thumb, sleep on it, all ears (Idioms Meanings)

Unit 8 shake a leg, hit the nail on the head, get a kick out of it, last straw, start from scratch (Idioms Meanings)

Unit 9 run out of steam, let the cat out of the bag, hit the spot, hang on, twist someone’s arm (Idioms Meanings)

Unit 10 Review Units 5-9 (Review)

Idioms Meanings TaskThe idiom is presented in isolation and in context. The student selects the meaning of the idiom from three choices.

Review TaskA unfinished sentence is presented. The student chooses the idiom that best completes the sentence from three choices.



Passage Comprehension 2The goal of this activity is for students to read and comprehend grade-appropriate narrative and informational text by answering questions focused on higher order thinking skills . Students read text and answer multiple-choice questions involving main idea, details, vocabulary, inferences, cause/effect, compare/contrast, fact/opinion and author’s perspective .


TaskThe student reads a passage silently. The student answers four questions (one at a time) about the passage, with three choices for each question. The text is available for the student to reference in the Guided Practice and Instruction Steps.



Unit 1 A Sweet Invention (I)

Unit 2 Play a Party Game (I)

Unit 3 The Great Idea (N)

Unit 4 The Fishing Trip (N)

Unit 5 A Record Jump (I)

Unit 6 A Snail Story (N)

Unit 7 A Cave Full of Bats (I)

Unit 8 Let’s Take a Vote (N)

★ Unit 9 The Ant and the Dove (N)

Unit 10 What Happened to the Giant Kangaroo? (I)

Unit 11 First Snow (N)

Unit 12 The Unbelievable Bamboo (I)

Unit 13 The War Hero with Feathers (I)

Unit 14 The Clownfish’s Poisonous Home (I)

Unit 15 Earth’s Neighbor (I)

Unit 16 The Tricky Death Cap (I)

COMPREHENSION






Suffixes and Spelling Rules (Review) Increase automaticity with previously acquired skills .

L.3.2eRF.3.3b

Structural Analysis

Prefix MeaningsDemonstrate knowledge of meanings of common prefixes .

Units: 9

RF.3.3a

Fluency


Units: 19

RF.3.3d

Fluency



RF.3.4c

Vocabulary

Simple AnalogiesDemonstrate understanding of word relationships in simple analogies by identifying types of associations between words .

Units: 14

L.3.5b

Comprehension



RF.3.4a



A Japanese Garden




Prefix MeaningsThe goal of this activity is for students to develop their knowledge of the meanings of common prefixes . Students sort prefixes based on meaning and complete words within a sentence using context clues .

Visual Sort TaskFive number prefixes display next to boxes of numbers. The student drags a prefix to the correct box and hears the prefix meaning.

Auditory Recognition TaskFour prefix boxes display. The student hears a word and selects the box where the word belongs based on the prefix.

Sentence Completion TaskFour words with prefixes display above a sentence with a blank. The student drags the correct word into the blank to complete the sentence.

Unit 1 numeral prefixes (Visual Sort)

Unit 2 numeral prefixes (Visual Sort)

Unit 3 semi, milli, multi, centi (Auditory Recognition)

Unit 4 un, non, in, dis (Auditory Recognition)


★ Unit 6 con, pre, sub, re (Auditory Recognition)

Unit 7 mis, dis, ex/e, in (Auditory Recognition)

Unit 8 trans, pro, super, de (Auditory Recognition)


STRUCTURAL ANALYSIS





Recognition TaskThe student highlights the named sight word in a word scramble.

Construction TaskThe students hears the word and then spells it.



Unit 1 gone, half, sure, busy, none (Recognition)

Unit 2 gone, half, sure, busy, none (Construction)

Unit 3 gone, half, sure, busy, none (Phrases)

Unit 4 gone, half, sure, busy, none (Automaticity)

Unit 5 should, above, carry, choose, ninth (Recognition)

Unit 6 should, above, carry, choose, ninth (Construction)

Unit 7 should, above, carry, choose, ninth (Phrases)

Unit 8 should, above, carry, choose, ninth (Automaticity)


★ Unit 10 enough, touch, thought, rough, build (Recognition)

Unit 11 enough, touch, thought, rough, build (Construction)

Unit 12 enough, touch, thought, rough, build (Phrases)

Unit 13 enough, touch, thought, rough, build (Automaticity)

Unit 14 tough, against, brought, sugar, almost (Recognition)

Unit 15 tough, against, brought, sugar, almost (Construction)

Unit 16 tough, against, brought, sugar, almost (Phrases)

Unit 17 tough, against, brought, sugar, almost (Automaticity)










Unit 1 Learning to Swim (N)

Unit 2 Facts about Shade Trees (I)

Unit 3 Gestures Around the World (I)

Unit 4 Building Sand Castles (N)

Unit 5 Amber’s Party (N)

Unit 6 Fox Loses His Tail (N)

Unit 7 Lightning Safety (I)

Unit 8 Building Bridges (I)

Unit 9 The Planet Earth (I)

Unit 10 The Nature Park (N)

★ Unit 11 Hermit Crabs (I)

Unit 12 Animal Helpers (I)

Unit 13 Pablo’s Problem (N)

Unit 14 Ellen at the Park (N)

Unit 15 Insect Cities (I)

Unit 16 The School Fair (I)

Unit 17 The Housewarming Party (N)

Unit 18 The Sport of Log Rolling (I)

Unit 19 Lucky Ladybugs (I)

Unit 20 Missing Homework (N)







Simple AnalogiesThe goal of this activity is for students to build their understanding of word relationships in simple analogies by identifying specific associations between words . In this activity, students select related words, identify the type of relationship between words and complete full analogies .

VOCABULARY

Identifying Related Words TaskA word displays above three word choices, and the student selects the word most closely related.

Recognizing Relationships TaskThree pairs of words display. The student selects the pair that shows the type of relationship (e.g., antonyms) that is named.

Analogy Completion TaskThe student completes an analogy by selecting the correct word from three choices.

Unit 1 antonyms (Identifying Related Words)

Unit 2 antonyms (Recognizing Relationships)

Unit 3 object to feature (Identifying Related Words)

Unit 4 object to feature (Recognizing Relationships)

Unit 5 part to whole (Identifying Related Words)

Unit 6 part to whole (Recognizing Relationships)

Unit 7 mixed relationships (Analogy Completion)

★ Unit 8 action to object (Identifying Related Words)

Unit 9 action to object (Recognizing Relationships)

Unit 10 object to place (Identifying Related Words)

Unit 11 object to place (Recognizing Relationships)

Unit 12 synonyms (Identifying Related Words)

Unit 13 synonyms (Recognizing Relationships)

Unit 14 mixed relationships (Analogy Completion)





COMPREHENSION

TaskThe student reads a passage silently. The student answers four questions (one at a time) about the passage, with three choices for each question. The text is available for the student to reference in The Guided Practice and Instruction Steps.



Unit 1 The Donkey and the Salt: A Fable (N)

Unit 2 High, Higher, Highest (N)

Unit 3 Nikki’s New Sneakers (N)

Unit 4 Louis Braille (I)

Unit 5 Gifts of Trees (N)

Unit 6 Your Own Rhythm Band (I)

Unit 7 Watching Clouds (I)

Unit 8 Seeds on the Move (I)

★ Unit 9 Pergrin and the Mermaid (N)

Unit 10 The Underground Army of Emperor Qin (I)

Unit 11 The Invasion (N)

Unit 12 The Hot Art of Glass Blowing (I)

Unit 13 A Blue-Ribbon Friend (N)

Unit 14 Cricket’s Songs (N)

Unit 15 Glaciers: Rivers of Ice (I)

Unit 16 Strange, Squishy . . . and Smart! (I)






Prefixes and Sight Words (Review) Increase automaticity with previously acquired skills .

RF.4.3a RF.4.4c

Structural Analysis

Root MeaningsDemonstrate knowledge of meanings of Latin-based roots .

Units: 14

L.4.4b

Fluency


Units: 19

L.4.2d

Fluency



RF.4.4c

Vocabulary

Multiple Meaning Words 2Demonstrate understanding that words can have multiple meanings .

Units: 10

L.4.4a

Comprehension



RF.4.4a



The Great Barrier Reef




Root MeaningsThe goal of this activity is for students to build their knowledge of the meanings of Latin-based roots . Students match roots to pictures, identify roots in dictated words, deduce the meaning of unknown words based on root meanings, and complete words within a sentence using context clues .

STRUCTURAL ANALYSIS

Picture Matching TaskFour pictures display. A root is defined, and the student selects the matching picture.

Auditory Recognition TaskFour root boxes display. The student hears a word and selects the box where the word belongs based on the root.

Matching Words to Definitions TaskThree words display. A root is defined and the student chooses the word that matches the definition.

Sentence Completion TaskThree words display above a sentence with a blank. The student drags the correct word into the blank to complete the sentence.

Unit 1 ject, struct, port, rupt (Picture Matching)

Unit 2 ject, struct, port, rupt (Auditory Recognition)

Unit 3 ject, struct, port, rupt (Matching Words to Definitions)

Unit 4 ject, struct, port, rupt (Sentence Completion)

Unit 5 dict, scrib/script, pel, spect (Picture Matching)

Unit 6 dict, scrib/script, pel, spect (Auditory Recognition)

Unit 7 dict, scrib/script, pel, spect (Matching Words to Definitions)

Unit 8 dict, scrib/script, pel, spect (Sentence Completion)

Unit 9 Review (Picture Matching)

★ Unit 10 duct/duce, vis, aud, tract (Picture Matching)

Unit 11 duct/duce, vis, aud, tract (Auditory Recognition)

Unit 12 duct/duce, vis, aud, tract (Matching Words to Definitions)

Unit 13 duct/duce, vis, aud, tract (Sentence Completion)

Unit 14 Review (Picture Matching)






Recognition TaskThe student highlights the named sight word in a word scramble.




Unit 1 earth, whose, young, danger, during (Recognition)

Unit 2 earth, whose, young, danger, during (Construction)

Unit 3 earth, whose, young, danger, during (Phrases)

Unit 4 earth, whose, young, danger, during (Automaticity)

Unit 5 except, answer, through, caught, together (Recognition)

Unit 6 except, answer, through, caught, together (Construction)

Unit 7 except, answer, through, caught, together (Phrases)

Unit 8 except, answer, through, caught, together (Automaticity)


★ Unit 10 instead, though, either, ocean, certain (Recognition)

Unit 11 instead, though, either, ocean, certain (Construction)

Unit 12 instead, though, either, ocean, certain (Phrases)

Unit 13 instead, though, either, ocean, certain (Automaticity)

Unit 14 although, beautiful, separate, usually, opinion (Recognition)

Unit 15 although, beautiful, separate, usually, opinion (Construction)

Unit 16 although, beautiful, separate, usually, opinion (Phrases)

Unit 17 although, beautiful, separate, usually, opinion (Automaticity)









Unit 1 In Grandmother’s Day (N)

Unit 2 Clever Mules (N)

Unit 3 Silly Races (I)

Unit 4 Lin Bakes a Cake (N)

Unit 5 Whale Sharks (I)

Unit 6 How Deer Got His Horns (N)

Unit 7 Stylish Socks (N)

Unit 8 Elephant Trunks (I)

Unit 9 The Fastest Race Cars (I)

Unit 10 Cultural Difference (I)

★ Unit 11 Animal Enemies (N)

Unit 12 Memory Games (I)

Unit 13 All About Igloos (I)

Unit 14 The Class Party (N)

Unit 15 Laughter (I)

Unit 16 Sand Sculpting (I)

Unit 17 Bedtime Stories (N)

Unit 18 Raining Cats and Dogs (I)

Unit 19 Feeding the Birds (N)

Unit 20 The Melon Trick (N)




L e x i a R e a d i n g C o r e 5 Te a c h e r ’s M a n u a l1 0 0


TaskTwo sentences with word blanks display above three word choices. The student selects the multiple meaning word that completes both sentences.

Unit 1 bed, bug, cap, fan, kid, lap, tip

Unit 2 leg, pen, pin, cast, block, chip, clip

Unit 3 duck, glass, rock, run, top, set, snap

Unit 4 shake, shed, stick, safe, track, trip, trunk

Unit 5 note, plug, wave, foot, left, nail, yard

★ Unit 6 park, right, seal, space, spring, chest, bark

Unit 7 bulb, fair, horn, match, plain, play, spell

Unit 8 star, tie, calf, change, letter, turn, ship

Unit 9 sheet, point, draft, draw, state, lean, date

Unit 10 court, litter, ruler, school, second, staple, toast


Multiple Meaning Words 2The goal of this activity is for students to build vocabulary while developing an understanding that words can have multiple meanings . Students choose a multiple meaning word that completes two sentences that use different meanings of the word .

VOCABULARY

L e x i a R e a d i n g C o r e 5 Te a c h e r ’s M a n u a l 1 0 1




COMPREHENSION

TaskThe student reads a passage silently. The student answers six questions (one at a time) about the passage, with three choices for each question. The text is available for the student to reference in the Guided Practice and Instruction Steps.



Unit 1 Trading Places (N)

Unit 2 Owen and Mzee (N)

Unit 3 Attack of the Spreading Plant (I)

Unit 4 The Crowded House: A Folktale (N)

Unit 5 Two Deserts (I)

Unit 6 In Grandfather’s Day (N)

Unit 7 Tall Tale Heroes (I)

★ Unit 8 A Change of Heart (N)

Unit 9 Potatoes and Tomatoes: From Poisonous to Popular (I)

Unit 10 The Proud Weaver: A Retelling of the Greek Myth of Arachne (N)

Unit 11 You Can’t Always Tell (N)

Unit 12 Ant and Hopper (N)

Unit 13 Pluto, the Ex-Planet (I)

Unit 14 A Modern-Day Dragon (I)






Roots and Sight Words (Review) Increase automaticity with previously acquired skills .

RF.4.3aRF.4.4c

Structural Analysis

Prefix Change RulesDemonstrate knowledge of Latin-based prefixes that change spelling when combined with a root .

Units: 12

L.4.2d

Structural Analysis

Spelling Rules 3Demonstrate knowledge of common spelling generalizations and spelling rules used when adding suffixes to base words .

Units: 12

L.4.2d

Fluency



RF.4.4c

Vocabulary

Idioms 2Demonstrate an understanding of idioms and deduce the meaning through sentence-level context clues .

Units: 10

L.4.5b

Comprehension



RF.4.4a



A Hawaiian Paradise




Prefix Change RulesThe goal of this activity is to build a student’s knowledge of Latin-based prefixes that change spelling when combined with a root . Students apply the prefix change rule to spell dictated words with and without visual support .

STRUCTURAL ANALYSIS

Combining TaskA prefix and stem display. The combined word is dictated, and the student types the word on a line.

Spelling TaskA word is dictated, and the student types the word on a line.

Unit 1 ad, ob, sub (Combining)

Unit 2 ad, ob, sub (Spelling)

Unit 3 in, con (Combining)

Unit 4 in, con (Spelling)

Unit 5 in, con, ad, sub, ob (Combining)

Unit 6 in, con, ad, sub, ob (Spelling)

★ Unit 7 dis, ex when they change (Combining)

Unit 8 dis, ex when they change (Spelling)

Unit 9 dis, ex when they drop (Combining)

Unit 10 dis, ex when they drop (Spelling)

Unit 11 review all (Combining)

Unit 12 review all (Spelling)

ad words: account, affect, accuse, allowing, annex

ob words: offer, oppose, oppress, occur, offended, offense

sub words: suffer, suffix, supply, suppose, supporting, support, supply

in words: immune, immortal, irrigate, immense

con words: commute, collect, collide, command, collapse, commit, corrupt

dis words: different, differ, difficult, differing, difference, diffuse, divide, diverge, direct, divine, dilute

ex (when they change) words: effort, effect, effortless, effected, effortful, effects

ex (when they drop) words: eject, elect, emit, erase, erode, event, evoke

COMPREHENSION



Spelling Rules 3The goal of this activity is for students to build their knowledge of common spelling rules used when adding suffixes to base words . Students apply previously presented generalizations and spelling rules to spell words . The Change y to i rule is introduced and students apply the rule to spell dictated words with and without visual support .


Unit 1 ff, ll, ss, zz (Spelling Dictated Words)


Unit 3 Review (Spelling Dictated Words)

Unit 4 Doubling Rule (Spelling Dictated Words)

Unit 5 Drop-e Rule (Spelling Dictated Words)


★ Unit 7 Change y to i (Combining Base and Suffix)

Unit 8 Change y to i (Spelling Dictated Words)

Unit 9 Change y to i (Combining Base and Suffix)

Unit 10 Change y to i (Spelling Dictated Words)



STRUCTURAL ANALYSIS

Spelling Dictated Words TaskA word is dictated, and the student types the word on the line.

Combining Base and Suffix TaskA base and suffix display. The combined word is dictated, and the student types the word on the line.








Unit 1 Moon Myths (I)

Unit 2 Pesky Crows (I)

Unit 3 Writing in Code (I)

Unit 4 The New Babysitter (N)

Unit 5 Cactus Facts (I)

Unit 6 The Rabbit and the Lion (N)

Unit 7 Learn a Crayon Trick (N)

Unit 8 Devon’s New Glasses (N)

Unit 9 Maria’s Birthday Party (N)

Unit 10 Animal Groups (I)

★ Unit 11 Bears of the Arctic (I)

Unit 12 Sinbad the Sailor (N)

Unit 13 Hector and the Raccoon (N)

Unit 14 Cora’s Camping Trip (N)

Unit 15 The History of Clocks (I)

Unit 16 Goldfish from China (I)

Unit 17 Pecos Bill (N)

Unit 18 Honesty Rewarded (N)

Unit 19 The First Hot Air Balloon (I)

Unit 20 Voyage to Mars (I)



COMPREHENSION



Idioms 2The goal of this activity is for students to demonstrate an understanding of idioms and learn to deduce the meaning of these expressions through sentence-level context clues . Students choose sentences that explain the meaning of an idiom or complete sentences by choosing an idiom .


VOCABULARY

Identifying Idiom Meanings TaskA sentence with an idiom displays. The student selects the meaning of the sentence from three choices.

Sentence Completion TaskA partial sentence displays above three idiom choices. The student selects the idiom that best completes the sentence.

Unit 1 To come out of the blue, To miss the boat, To go out on a limb, To be up in the air, To be all thumbs, To be all fingers and thumbs (Identifying Idiom Meanings)

Unit 2 To be the cream of the crop, To go in one ear and out the other, To play it by ear, To open a can of worms, To cost an arm and a leg (Identifying Idiom Meanings)

Unit 3 To face the music, To be nuts about something, To be the tip of the iceberg, To bend over backwards, To be on the fence (Identifying Idiom Meanings)

Unit 4 To have your head in the clouds, To have butterflies in your stomach, To bite off more than one can chew, To wing it, To bark up the wrong tree (Identifying Idiom Meanings)


★ Unit 6 To see eye to eye, To be a bull in a china shop, To get the ball rolling, To hear it through the grapevine, To happen once in a blue moon (Identifying Idiom Meanings)

Unit 7 To take the cake, To be like a fish out of water, To have a chip on your shoulder, To learn the ropes, To throw in the towel (Identifying Idiom Meanings)

Unit 8 To drive someone up the wall, Time flies, To turn over a new leaf, To be a wet blanket, To be on the same wavelength (Identifying Idiom Meanings)

Unit 9 To have your ducks in a row, To hold your tongue, The icing on the cake, To start off on the wrong foot, To move mountains (Identifying Idiom Meanings)






COMPREHENSION




Unit 1 The Legend of the African Crowned Crane (N)

Unit 2 What Lester Heard (N)

Unit 3 The Boy with the Ball (N)

Unit 4 Cellphone Signals (N)

Unit 5 The Great Blondin (I)

Unit 6 Animal Fact, Animal Fiction (I)

Unit 7 The Ups and Downs of the Yo-Yo (I)

★ Unit 8 Lost on the Trail (N)

Unit 9 An Old Tale Retold: The Silent Couple (N)

Unit 10 The Tarahumara Indians: Life on the Run (I)

Unit 11 Flamingos in the Snow (I)

Unit 12 All the Wrong Places (N)

Unit 13 Saving the Rainforests of the Ocean (I)

Unit 14 Expressions from the Ancients (I)






Prefix Change Rule and Spelling Rules (Review) Increase automaticity with previously acquired skills .

L.5.2e RF.5.3a

Structural Analysis

Greek Combining Forms 1Demonstrate knowledge of meanings of Greek combining forms .

Units: 17

L.5.4b

Fluency



RF.5.4c

Vocabulary

Shades of MeaningDemonstrate the ability to distinguish shades of meaning among related words .

Units: 12

L.5.5c

Comprehension

Signal WordsDemonstrate understanding and use words and phrases that signal addition, contrast, time, comparison, example, and summary .

Units: 15

L.5.6

Comprehension



RF.5.4a



A Southwest Fiesta

COMPREHENSION



Greek Combining Forms 1The goal of this activity is for students to build their knowledge of the meanings of Greek combining forms . Students match Greek combining forms to pictures, sort words, combine forms to match definitions, and choose words to complete sentences .


STRUCTURAL ANALYSIS

Picture Matching TaskThe student sees four pictures and hears one word. The student selects the picture that matches the word.

Visual Sort TaskThree boxes display. The student sorts six words into the boxes based on suffix.

Word Construction TaskThe student drags two combining forms to construct a dictated word.

Sentence Completion TaskA sentence with a blank displays above three word choices. The student selects the word that best completes the sentence.

Unit 1 bio, tech, psych, geo (Picture Matching)

Unit 2 bio, tech, psych, geo (Visual Sort)

Unit 3 path, arch, phys, theo (Picture Matching)

Unit 4 path, arch, phys, theo (Visual Sort)

Unit 5 phon, chron, derma, astro (Picture Matching)

Unit 6 phon, chron, derma, astro (Visual Sort)

Unit 7 Review (Word Construction)


★ Unit 9 scope, meter, graph, gram (Picture Matching)

Unit 10 scope, meter, graph, gram (Visual Sort)

Unit 11 tele, naut, biblio, anti (Picture Matching)

Unit 12 tele, naut, biblio, anti (Visual Sort)

Unit 13 auto, phobia, sphere, audio (Picture Matching)

Unit 14 auto, phobia, sphere, audio (Visual Sort)











Unit 1 Quentin’s New Friend (N)

Unit 2 The Purpose of Sleep (I)

Unit 3 Whale Watching (N)

Unit 4 The Greedy Farmer (N)

Unit 5 Rare Comet Sightings (I)

Unit 6 The Fuss about Fall (N)

Unit 7 Lunch Bag Science (N)

Unit 8 The Hodja (I)

Unit 9 Charles Dickens (I)

Unit 10 Food Advertising (I)

★ Unit 11 Dinosaur Bones (N)

Unit 12 Time Capsules (I)

Unit 13 Famous Shipwrecks (I)

Unit 14 Greek Gods (N)

Unit 15 Drawing in 3D (I)

Unit 16 The Tale of Wang the Hunter (N)

Unit 17 Garlic’s Super Powers (I)

Unit 18 The Piano Recital (N)

Unit 19 The Function of Fingernails (I)

Unit 20 The Night Sky (I)



COMPREHENSION



Shades of MeaningThe goal of this activity is for students to distinguish shades of meaning among related words . Students complete sentences and sequence words according to their shades of meaning .


Sentence Completion TaskThree words display. The student drags each word to the correct sentence.

Ordering TaskThe student places four words in order according to their shades of meaning. The student uses two images as cues to help order the words.

Unit 1 e.g., dry, damp, drenched (3 word set, Sentence Completion)

Unit 2 e.g., dry, damp, soggy, drenched (4 word set, Ordering)

Unit 3 e.g., happy, annoyed, livid (3 word set, Sentence Completion)

Unit 4 e.g., happy, annoyed, angry, livid (4 word set, Ordering)

Unit 5 e.g., silent, noisy, thunderous (3 word set, Sentence Completion)

Unit 6 e.g., silent, soft, noisy, thunderous (4 word set, Ordering)

★ Unit 7 e.g., dawdle, stroll, dash (3 word set, Sentence Completion)

Unit 8 e.g., dawdle, stroll, stride, dash (4 word set, Ordering)

Unit 9 e.g., common, offbeat, bizarre (3 word set, Sentence Completion)

Unit 10 e.g., common, offbeat, peculiar, bizarre (4 word set, Ordering)

Unit 11 e.g., tiff, quarrel, battle (3 word set, Sentence Completion)

Unit 12 e.g., tiff, quarrel, brawl, battle (4 word set, Ordering)

VOCABULARY




Signal WordsThe goal of this activity is for students to build their understanding and use of words and phrases that signal addition, contrast, time, comparison, example and summary . Students choose synonyms for a signal word in a sentence and select a phrase to complete a sentence based on the meaning of the signal word .

COMPREHENSION

Identifying Signal Words TaskA sentence displays with a highlighted transition word. The student selects a synonym for the word from three choices.

Sentence Completion TaskA partial sentence displays above three choices. The student uses the signal word to select the choice that best completes the sentence.

Unit 1 addition (Identifying Signal Words)

Unit 2 addition (Identifying Signal Words)

Unit 3 contrast (Identifying Signal Words)

Unit 4 contrast (Identifying Signal Words)

Unit 5 time (Identifying Signal Words)

Unit 6 time (Identifying Signal Words)



★ Unit 9 comparison (Identifying Signal Words)

Unit 10 example (Identifying Signal Words)

Unit 11 example (Identifying Signal Words)

Unit 12 summary (Identifying Signal Words)

Unit 13 summary (Identifying Signal Words)





Passage Comprehension 6The goal of this activity is for students to read and comprehend grade-appropriate nonfiction text (informational and opinion) by answering questions focused on higher order thinking skills . Students read text and answer multiple-choice questions involving main idea, details, vocabulary, inferences, cause/effect, compare/contrast, fact/opinion, and author’s perspective .





Unit 1 Join the North School Walkers (O)

Unit 2 We Can All be Winners Here! (O)

Unit 3 Splendid Spiders (I)

Unit 4 When Lightning Strikes (I)

Unit 5 A Review of Treasure Island (O)

★ Unit 6 A Movie for Everyone (O)

Unit 7 Just Listen to This! (I)

Unit 8 Support Art in the Park (O)

Unit 9 The Business of Zoos (I)

Unit 10 Balancing the Needs of People and Plovers (I)

COMPREHENSION

(I) - Informational Text (O) - Opinion Text






Signal Words and Greek Combining Forms (Review) Increase automaticity with previously acquired skills .

L.5.6 RF.5.3a

Structural Analysis

Greek Combining Forms 2Demonstrate knowledge of meanings of Greek combining forms .

Units: 17

L.5.4b

Structural Analysis

Special Accent RulesDemonstrate knowledge of accent placement rules in multi-syllabic Latin-based words to enhance word identification .

Units: 19

RF.5.3a

Fluency



RF.5.4c

Vocabulary

Complex AnalogiesDemonstrate understanding of word relationships in analogies by identifying specific types of associations between words .

Units: 12

L.5.5c

Comprehension



RF.5.4a


The Ancient Greek Countryside



Picture Matching TaskThe student sees four pictures and hears one word. The student selects the picture that matches the named word.

Visual Sorting TaskThree boxes display. The student sorts six words into the boxes based on suffix.

Word Construction TaskThe student drags two combining forms to construct a dictated word.

Sentence Completion TaskA sentence with a blank displays above three word choices. The student selects the word that best completes the sentence.


Greek Combining Forms 2The goal of this activity is for students to build their knowledge of the meanings of Greek combining forms . Students match Greek combining forms to pictures, sort words, combine forms to match definitions, and choose words to complete sentences .

STRUCTURAL ANALYSIS

Unit 1 dem, therm, hypo, hyper (Picture Matching)

Unit 2 dem, therm, hypo, hyper (Visual Sorting)

Unit 3 crat, hydro, mania, photo (Picture Matching)

Unit 4 crat, hydro, mania, photo (Visual Sorting)

Unit 5 macro, mega, micro, neo (Picture Matching)

Unit 6 macro, mega, micro, neo (Visual Sorting)



★ Unit 9 poly, mono, gon, deca (Picture Matching)

Unit 10 poly, mono, gon, deca (Visual Sorting)

Unit 11 phil, anthro, pyro, stat (Picture Matching)

Unit 12 phil, anthro, pyro, stat (Visual Sorting)

Unit 13 pod, morph, nym, cycl (Picture Matching)

Unit 14 pod, morph, nym, cycl (Visual Sorting)







Identifying TaskThe student sees and hears a word. The student identifies the accented syllable.

Sentence Completion TaskA sentence with a blank displays. The student selects the word that completes the sentence from three choices.


Special Accent RulesThe goal of this activity is for students to build their knowledge of accent placement rules in multisyllabic Latin-based words to enhance word identification . Students identify dictated words, determine accented syllables within words and choose words to complete sentences .

STRUCTURAL ANALYSIS

Unit 1 prefix/root, root/suffix (Auditory Recognition)

Unit 2 prefix/root, root/suffix (Identifying)

Unit 3 multisyllabic words (Auditory Recognition)

Unit 4 multisyllabic words (Identifying)

Unit 5 multisyllabic words (Identifying)

Unit 6 ity, ic, ical (Auditory Recognition)

Unit 7 ity, ic, ical (Identifying)

Unit 8 ity, ic, ical (Identifying)


★ Unit 10 ate, ite, ive (Auditory Recognition)

Unit 11 ate, ite, ive (Identifying)

Unit 12 ate, ite, ive (Identifying)

Unit 13 connective i and u (Auditory Recognition)

Unit 14 connective i and u (Identifying)

Unit 15 connective i (ee, y ) (Identifying)

Unit 16 si, ti, ci (Auditory Recognition)

Unit 17 si, ti, ci (Identifying)

Unit 18 si, ti, ci (Identifying)









Unit 1 Unusual Homes (I)

Unit 2 The Land of Fire (I)

Unit 3 Erika, the Future Helicopter Pilot (N)

Unit 4 The Story behind the Fairy Tale (I)

Unit 5 Grandma’s Cats (N)

Unit 6 Who Can Stump Tec? (N)

Unit 7 William Tell (N)

Unit 8 Left Handed in a Right Hand World (I)

Unit 9 The Story of the Seas (N)

Unit 10 Skyscrapers (I)

★ Unit 11 Learning to Water Ski (N)

Unit 12 Frankenstein (I)

Unit 13 New Year’s Traditions (I)

Unit 14 How Hibernation Works (I)

Unit 15 The Clever Poet Arion (N)

Unit 16 Escaping the Hornets (N)

Unit 17 All-Powerful Glooscap (N)

Unit 18 Atalanta’s Race (N)

Unit 19 Bird Talk (I)

Unit 20 Robots Among Us (I)






Complex AnalogiesThe goal of this activity is for students to build their understanding of word relationships in analogies by identifying specific associations between words . In this activity, students select related words, identify the type of relationship between words and complete full analogies .

VOCABULARY

Identifying Related Words TaskA word displays above three word choices, and the student selects the word most closely related.

Recognizing Relationships TaskThree pairs of words display. The student selects the pair that shows the type of relationship (e.g., antonyms) that is named.

Analogy Completion TaskThe student completes an analogy by selecting the correct word from three choices.

Unit 1 person to task (Identifying Related Words)

Unit 2 person to task (Recognizing Relationships)

Unit 3 person to object (Identifying Related Words)

Unit 4 person to object (Recognizing Relationships)

Unit 5 Review (Analogy Completion)

★ Unit 6 person to location (Identifying Related Words)

Unit 7 person to location (Recognizing Relationships)

Unit 8 object to category (Identifying Related Words)

Unit 9 object to category (Recognizing Relationships)

Unit 10 cause and effect (Identifying Related Words)

Unit 11 cause and effect (Recognizing Relationships)

Unit 12 Review (Analogy Completion)






Passage Comprehension 7The goal of this activity is for students to read and comprehend grade-appropriate narrative and informational text by answering questions focused on higher order thinking skills . Students read text and answer multiple-choice questions involving main idea, details, vocabulary, inferences, cause/effect, compare/contrast, fact/opinion and author’s perspective .


COMPREHENSION

Unit 1 Dora, the Dog Wonder (N)

Unit 2 Mysteries of the Deep Sea (I)

Unit 3 Phaethon: A Greek Myth (N)

Unit 4 The Tunguska Blast (I)

Unit 5 The Travels of Marco Polo (I)

★ Unit 6 The Maiden Wiser than the Tsar (N)

Unit 7 Rip Tide! (N)

Unit 8 A Close Circle of Friends (N)

Unit 9 Living with “Good Germs” (I)

Unit 10 The Mystery of the Nazca Lines (I)




Overview of myLexia.commyLexia .com is Lexia’s reporting and administrative website for educators . You should log in to myLexia .com regularly in order to monitor student progress and access instructional support materials .

This section explains how to complete common setup tasks in myLexia .com . For more information about myLexia’s reports and resources, see the Lexia Reading Reports Guide .

Logging into myLexia.com1. Launch a web browser (Chrome, Firefox, Safari, or Internet Explorer) .

2. Go to www .myLexia .com (bookmark this page for easy access in the future) .

3. Enter your email address and password . Your school or district Lexia Administrator should have created your account .

• Click the Remember Me checkbox to “save” your email address for future logins .• Click Forgot Password? to reset your password via a secure link that will be emailed to you .

4. Click the Login button .

www.myLexia.com Educator Login

Changing your myLexia.com Account SettingsAccount settings include your username, password, and notification settings .

1. After logging into myLexia .com, hover your mouse over your name in the upper-right hand corner and click My Profile .

2. Make desired changes:

• Under Email Notifications, you may opt-in or opt-out of Orientation emails (which are sent infrequently after students begin program use) and also change the frequency of Student Progress emails (which alert you to new student achievements or students who are struggling in your assigned classes) .

3. To save your changes, click the Save button .


Creating New ClassesYou may create as many classes as you need to group students together for easier management and reporting . A student can be in more than one class .Note: Some schools and districts use automated tools to create and manage classes, students, and staff on myLexia.com. See your Lexia Administrator for more information.

1. Log in to myLexia .com:

• If you are a teacher who is not assigned to any class, you will see a Create Class button . • If you already have a class and want to create a new class, click Manage tab . Make sure you are on

the Classes list, and click the Create button .

2. On the Create Class screen, define the class:

a . Enter the Class Name and select the Grade (required) .

b . Click the Add Students button . Select the students you want to add to the class . Make sure you click the Add to Selected Students button so that the students display in the Selected Students list . When you are finished, click the Done button .

c . If you don’t see all of your students, go to the Manage tab > Students list in order to create them .

d . Teachers are automatically added as staff to the class . To add more staff, click the Modify Staff button .

3. To create the class, click the Save button .

Printing Class Rosters and Login CardsThe class roster displays a list of students in a class with the students’ usernames and passwords .

Login cards display each student’s username and password; they can be cut up and distributed to students individually . Login cards are compatible with Avery® 5395 and 8395 .

1. Log in to myLexia .com and click the Manage tab . Make sure you are on the Classes list .

2. Select the classes:

• To print rosters, click the Print Rosters button . • To print login cards, click the Print Login Cards button .

3. The roster or login cards display and you can print them .

Adding New StudentsYou can add new students at any time . Note: The ability to add new students may be turned off for your school or district.

1. Log in to myLexia .com and click the Manage tab . Make sure you are on the Students list .

2. Click the Create button .

3. On the Create Student screen, add the information about the student:

• Usernames are not case sensitive and may only contain letters, numbers, underscores, periods, apostrophes, and dashes . Usernames must be unique across your school district .

• Passwords must be at least four characters and should be easy for students to remember . • You may click the Demographic Data tab to add more information about the student, or the Program

tab to specify a reading program assignment or direction language .

4. To create the student, click the Save button . Note: To add the student to a class, go to the Classes list and create or edit a class to add the student.


Changing Student InformationYou can change a student’s information, including username, password, grade, and other demographic information .


2. Find the student you want to edit and click the pencil icon in the student’s row .

3. Make any modifications to the student . To edit a reading program assignment or direction language, click the Program tab .

4. When you are finished, click the Save button .

Managing Student AssignmentsThis section describes how to manage student program and level assignments .

Important Note! It is not necessary for teachers to actively manage student assignments . Students are automatically placed in Lexia the first time they login after completing the Auto Placement activities . Students should be allowed to progress at their own pace . These instructions for managing student assignments are provided for exceptions only .

Warning! Changing a student’s assignment can result in deleted data . Additionally, performance measures will be temporarily unavailable for a student after an assignment change .

Making Manual Assignments

You can make manual assignment changes for a student before or after the student uses Auto Placement, including changing a student’s level, turning on/off activities, and changing units within an activity .



3. Click the Program tab:

• To change a student’s level: Select a level from the drop-down menu .

• To turn off activities in the current level: Select the level from the drop-down menu and then select the Advanced Settings icon . Use the checkboxes to turn an activity off or on .

• To change units in the student’s current level: Select the level from the drop-down menu and then select the Advanced Settings icon . Use the unit drop-down menus to change the student’s unit .

4. Click the Save button at the bottom of the screen .

Resetting Auto Placement and Switching Programs

You may reset a student’s placement to make the student go through Auto Placement again . This will delete all of the student’s data and progress . If the student has begun working in a program, you must reset a student’s assignment in order to change the assigned program (e .g ., assigning a student in Core5® to Lexia Strategies®, and vice versa) .



3. Click the Program tab, and then select the Reset Placement option . Then, click the Save button at the bottom of the screen . If you are switching the student’s program, select the other program to place the student in, and then click the Save button at the bottom of the screen .


Core5® Instructional MaterialsLexia Reading Core5® includes instructional materials and resources to ensure all students receive personalized and comprehensive instruction and practice in all skill areas . Lexia Lessons®, Lexia Skill Builders® and Lexia® Connections are designed to be used in conjunction with online learning activities . These materials can be incorporated into classroom routines in a variety of ways, including whole-class instruction, small-group activities, and independent work .

Lexia Lessons Lexia Lessons are scripted materials for teacher-led instruction that target specific skills associated with Core5 online activities . There are over 160 Lexia Lessons available for grade levels Pre-K through 5 . They are designed for individual, small-group or whole-class targeted instruction and are automatically recommended for struggling students based on performance in online activities . All Lexia Lessons include adaptations to further support or enhance student skill development, and many include materials such as activity pages, graphic organizers, and wordlists to support instruction .

How Do I Know if Students Need a Lexia Lesson?All students can benefit from the instructional support provided in Lexia Lessons . Lessons can be flexibly integrated into classroom routines based on instructional goals and student needs . For targeted instruction, Lexia Lessons are automatically recommended for students who are struggling in the Core5 online activities . Students are identified as struggling and needing teacher-led intervention after dropping to the instructional level of the activity more than once in a unit . Timely instructional intervention is critical to prevent frustration and to ensure progress in the program .

There are two ways to know if a student is struggling:

1 . The Information Apple in the lower left-hand corner of the student activity will turn red if the student is struggling in the current activity . This can be noted when observing students on the program in the classroom or computer lab .

2 . Struggling students are shown with the Instructional Priority icons in myLexia reports . Specific lesson recommendations are noted for students in these reports as well .

Accessing Lexia LessonsIn myLexia .com, there are several places to access Lexia Lessons, which are PDF files that can be saved to your computer and/or printed .

1 . Log in to myLexia .com and look at your Class Combined Report on the Reading tab .

2 . To find Lexia Lessons targeted for specific students, look in one of the following places:

The Plan Instruction list groups students in the class who are struggling in the same skill . Click the Lexia Lesson icon to open the Lexia Lesson(s) for small group instruction .

Scroll to your Class Table at the bottom . Find a student, and click the Lexia Lesson icon to open the Lexia Lesson(s) targeted for that student .

3 . Alternatively, you may browse the entire library of Lexia Lessons by clicking the Resources tab and then the Lexia Lessons link . This screen also allows you to download and print only the lesson reproducible pages if you choose to view the lesson script electronically .

Script page 1

LEVEL 10 | Structural AnalysisSuffixes, Lesson 1

Lexia Reading Core5LEXIA LESSONS

Direct Instruction

��Today,�we�are�going�to�learn�about�suffixes.�Suffixes�are�word�parts�that�can�be�added�to�the�end�of�a�base�word�to�change�the�meaning�slightly.�

Display the word cup.

This�word�is�cup.�I�can�use�the�word�in�the�sentence�“There�is�a�cup”�and�I�know�it�means�there�is�only�one�cup.�But,�I�can�add�the�suffix�–s�to�the�end�of�the�word�cup,�and�that�will�mean�there�is�more�than�one�cup.

Add an s to the end of the word to make cups.

So�now�I�can�use�this�word�in�the�sentence�“There�are�two�cups.”�The�–s�at�the�end�changes�the�meaning�of�the�word�cup.�It�makes�it�plural,�which�means�more�than�one.

Find an object in the room that can be made plural by adding –s (e.g., desk, pencil, or book). Name the object using the base word, then model adding the suffix –s as above.

Display the plural word for the object and use the following procedure to model how to identify the suffix.

�� First,�I�look�to�see�if�there�is�a�suffix�–s�at�the�end�of�the�word.�I�circle�it.�Next,�I�underline�the�base�word.�Finally,�I�write�the�suffix�–s�next�to�the�word.�

Repeat this procedure using the suffix –es. Possible objects include: watch, hall pass, bench.

Then, write the suffix –s above the words that end in –s. Write the suffix –es above the words that end in –es.

�� The�suffixes�–s and –es�can�be�added�to�base�words�to�change�their�meaning�slightly.�Both�–s and –es�make�a�base�word�plural,�meaning�more�than�one.�We�use�the�suffix�–s�to�make�most�words�plural.�We�use�the�suffix�–es�when�a�base�word�ends�with�the�letters�ch,�sh,�tch,�ss,�x,�or�z.

DescriptionThis lesson is designed to help students recognize common suffixes and understand that suffixes can change the meaning or form of a base word. The ability to identify suffixes serves as a foundation for understanding the most common spelling rules and thinking about the structure of words (prefix, root/base word, suffix).

Teacher Tips

This lesson teaches suffixes using suffixes –s and –es. Use the same sequence to give students practice with other suffixes (listed in the Adaptations section).

Preparation/Materials

• A piece of lined paper for each student to use in Independent Application

Instructional Priority Icons


Lexia Skill Builders Lexia Skill Builders are paper-based practice materials that reinforce and extend the online learning and are recommended for students after the completion of an online activity . Lexia Skill Builders provide opportunities to extend learning to speaking and writing tasks and allow for generalization and expansion of skills . There are Skill Builders available for each of the 89 online activities, for a total of over 430 pages plus answer keys . Skill Builders are designed to be used independently, with a teacher, or with a peer partner and can be used in a variety of ways such as classroom centers, for homework, or in after-school programs .

Accessing Lexia Skill BuildersIn myLexia .com, there are several places to access Lexia Skill Builders, which are PDF files that can be saved to your computer and/or printed .

1 . Log in to myLexia .com .

2 . To find Skill Builders targeted for specific students, go to the Student Combined Report by clicking a student’s name in the Class Combined Report or by using the search box to find the student . Look in the Independent Practice section and click a Skill Builder icon to open the Skill Builder .

3 . Alternatively, you may browse the entire library of Skill Builders by clicking the Resources tab and then the Lexia Skill Builders link . This screen also allows you to download answer keys for the Skill Builders .

Lexia® Connections Lexia® Connections are strategies and routines to structure individual, small-group or whole-class activities targeting essential components of reading skill instruction . Activity ideas allow for integration of listening, speaking, reading and writing and provide guidance on linking reading activities to content-area instruction . They are designed to be used flexibly in classrooms to guide and inform instruction . Reference tables, wordlists, and graphic organizers are provided as part of this resource, in addition to activity ideas .

Accessing Lexia® ConnectionsIn myLexia .com, Lexia® Connections can be found in the Resources tab .

1 . Log in to myLexia .com .

2 . Click the Resources tab .

3 . Click the Lexia® Connections link . You can filter the list of Lexia® Connections by a particular skill area, Core5 level or Grade level .

falling

added

pets

eating

landed

dented

ended

runs

wishing

plums

camping

hops

Read the words at the bottom of the page. Circle the suffix in each word. Then cut out the words and glue them into the correct boxes.

edings

falling

Think of another word with each suffix and add it to the correct box.

Name:

1

Level 10 | Structural AnalysisSimple Suffixes

Lexia Reading Core5SKILL BUILDERS

3

ANSWER KEY

Read

the

wo

rds

at th

e to

p o

f the

pag

e. C

ircl

e th

e su

ffix

in e

ach

wo

rd.

Then

wri

te th

e w

ord

in th

e b

ox w

ith th

e sa

me

suffi

x.

es less

ful

ly

endl

ess

joyf

ulha

rmle

ssbe

ache

s

glas

ses

glad

lylo

nely

help

ful

grat

eful

slow

lypa

inle

ssbe

nche

s dish

es

spot

less

usef

ul

swift

ly

Use

thes

e w

ord

s in

a s

ente

nce.

Say

yo

ur s

ente

nce

to a

n ad

ult o

r cl

assm

ate.

Nam

e:LE

VEL 1

0 | St

ruct

ural

Ana

ly-

sis

4

Leve

l 10

| Stru

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al A

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Sim

ple S

uffix

esLe

xia R

eadi

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ore5

SKIL

L BUI

LDER

S

glasses

benches

beaches

endless

harm

less

painless

joyful

helpful

grateful

gladly

lonely

slowly

Read

the

wor

ds

at th

e to

p o

f the

pag

e. C

ircl

e th

e su

ffix

in e

ach

wor

d.

Then

wri

te th

e w

ord

in th

e b

ox w

ith th

e sa

me

suffi

x.

men

t

ish

ness

en

base

men

tda

rken

falle

n

fool

ish

dark

ness

neat

ness

paym

ent

less

enm

adne

sspi

nkis

hsh

ipm

ent

pave

men

t

child

ish

shor

ten

Use

thes

e w

ord

s in

a s

ente

nce.

Say

yo

ur s

ente

nce

to a

n ad

ult o

r cl

assm

ate.

basement

paym

ent

shipment

sel�sh

foolish

pinkish

darkness

neatness

madness

darken

fallen

lessen

Nam

e:LE

VEL 1

0 | St

ruct

ural

Ana

ly-

sis

5

Leve

l 10

| Stru

ctur

al A

naly

sis

Sim

ple S

uffix

esLe

xia R

eadi

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ore5

SKIL

L BUI

LDER

S

Cir

cle

the

corr

ect s

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to c

om

ple

te e

ach

wo

rd. W

rite

the

suffi

x in

the

bla

nk.

Nam

e:LE

VEL 1

0 | St

ruct

ural

Ana

ly-

sis

6

Leve

l 10

| Stru

ctur

al A

naly

sis

Sim

ple S

uffix

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SKIL

L BUI

LDER

S

ed erTh

e pl

ane

land

on

time.

s est

She

has

two

pet

dog

.

less

lyTh

e re

d sl

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ent

quic

k.

en esC

an y

ou s

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the

long

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ness

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x t

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men

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ss.

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p o

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ks t

oday

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They

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ink

milk

.

ed

1 2 3 4 5 6 7 8

s

ly

en

es

ish ing

ment

crac

ked

scre

amed

twis

ted

rock

ed

stam

ped

yelle

d

dust

ed

lean

ed

plan

ted

calle

d

rent

ed

bum

ped

Read

the

wo

rds

at th

e b

ott

om

of t

he p

age.

Lis

ten

care

fully

for

the

soun

d o

f -ed

at t

he e

nd.

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cle

the

suffi

x in

eac

h w

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. The

n cu

t out

the

wo

rds

and

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e th

em in

to th

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ed (t

)ed

(ed)

ed (d

)

Thin

k o

f an

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er w

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wit

h ea

ch s

uffix

and

ad

d it

to th

e co

rrec

t bo

x.

dust

ed

rock

ed

lean

ed

rent

ed

stam

ped

bum

ped

crac

ked

scre

amed

plan

ted

calle

d

twis

ted

yelle

d

Nam

e:LE

VEL 1

0 | St

ruct

ural

Ana

ly-

sis

3

Leve

l 10

| Stru

ctur

al A

naly

sis

Sim

ple S

uffix

esLe

xia R

eadi

ng C

ore5

SKIL

L BUI

LDER

S

farm

er

luck

y

deep

est

slee

py

mes

sy

fast

er

neat

est

low

est

pain

ter

win

dy

dark

er

olde

st

Read

the

wor

ds

at th

e b

otto

m o

f the

pag

e. C

ircl

e th

e su

ffix

in e

ach

wor

d.

Then

cut

out

the

wo

rds

and

glu

e th

em in

to th

e co

rrec

t box

es.

yes

ter

Thin

k o

f an

oth

er w

ord

wit

h ea

ch s

uffix

and

ad

d it

to th

e co

rrec

t bo

x.

neat

est

win

dy

pain

ter

low

est

luck

y

mes

sy

slee

py

dark

er

olde

st

farm

er

deep

est

fast

er

Nam

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VEL 1

0 | St

ruct

ural

Ana

ly-

sis

2

Leve

l 10

| Stru

ctur

al A

naly

sis

Sim

ple S

uffix

esLe

xia R

eadi

ng C

ore5

SKIL

L BUI

LDER

S

falli

ng

adde

d

pets

eatin

g

land

ed

dent

ed

ende

d

runs

wis

hing

plum

s

cam

ping

hops

Read

the

wo

rds

at th

e b

ott

om

of t

he p

age.

Cir

cle

the

suffi

x in

eac

h w

ord

. Th

en c

ut o

ut th

e w

ord

s an

d g

lue

them

into

the

corr

ect b

oxes

.

edin

gs

Thin

k o

f an

oth

er w

ord

wit

h ea

ch s

uffix

and

ad

d it

to th

e co

rrec

t bo

x.

Nam

e:

1

Leve

l 10

| Stru

ctur

al A

naly

sis

Sim

ple S

uffix

esLe

xia R

eadi

ng C

ore5

SKIL

L BUI

LDER

S

falli

ng

adde

d

pets

eatin

g

land

ed

dent

ed

ende

d

runs

wis

hing

plum

s

cam

ping

hops

Level 10 | Structural AnalysisSimple Suffixes

Lexia Reading Core5SKILL BUILDERS

Curriculum Connection

Distribute a paragraph to students that summarizes previously learned content or a paragraph taken directly from a classroom text. Be sure the sample includes a selection of words that have learned suffixes. Ask students to read the paragraph, circle the words with learned suffixes, and then select several of the circled words. They should compose new content-relevant sentences using the words.

Structural Analysis Skill Sequence

• SIMPLE SUFFIXES

• Latin Prefixes

• Latin Suffixes

• Spelling Rules: Doubling & Drop E

• Prefix Meanings

• Root Meanings

• Prefix Change Rules

• Spelling Rules: Change y to i

• Greek Combining Forms

• Special Accent Rules

page 1

Simple SuffixesSuffixes are word parts that come at the end of the word and can change the meaning or form of a base word. The ability to recognize simple suffixes helps students understand the structure and meaning of words, allows students to develop word identification strategies for multisyllabic words, and serves as a foundation for understanding the most common spelling rules.

Classroom Ideas

As necessary, teach or review the definition of a suffix. Teach students to break down words with suffixes by displaying example words and then having students circle the suffix and underline the base word.

Say a word that contains a learned suffix (e.g., basement) and use the word within the context of a sentence for students. Then, have the students tell you the suffix contained within the target word, along with the spelling of the suffix (e.g., “-ment”, m-e-n-t).

Create word cards that contain words with different learned suffixes. Have students work in pairs to sort the words by suffix and then read each word.

Distribute magazines to students and have them cut out a variety of images. They should compose one sentence about each picture; each sentence should contain at least one word with a learned suffix. Students should underline or highlight the words with suffixes. Provide a list of target suffixes, as well as a list of sample words, as necessary.

Have students practice working with the three sounds of -ed (/ed/, /d/, /t/). Give them a paper with three columns, one for each of the sounds of -ed. Display -ed words, such as those listed in the table on the following page. Have students read each word and copy it under the correct heading.

LEXIA® CONNECTIONS

Lexia® ConnectionsListening, Reading, Speaking and Writing Icons


Grade-Year Comparison ChartThis chart shows the equivalence of US grades and UK years in Lexia Reading Core5 .

US Grade UK Year

Pre-K R (Reception)

K (Kindergarten) Year 1

Grade 1 Year 2

Grade 2 Year 3

Grade 3 Year 4

Grade 4 Year 5

Grade 5 Year 6


Notes

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Customer Support: 800-507-2772 • [email protected]

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